The role of language in students’ justifications of chemical phenomena
Bibliographic Data
| ID | 21589927 |
|---|---|
| Authors | Jacky M Deng (0000-0002-2633-6624, University of Ottawa), Malek Rahmani (University of Ottawa), Alison B Flynn (0000-0002-9240-1287, University of Ottawa, corresponding author) |
| Year | 2022 |
| Volume | 44 |
| Issue | 13 |
| Pages | 2131-2151 |
| Publication date | 2022-09-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2022.2114299 |
| OpenAlex | W4297047506 |
| Language | EN |
| Citations received | 2 |
| References cited | 80 |
Making decisions, reasoning, and constructing arguments with scientific evidence are essential skills for all members of society, especially in a world facing complex socioscientific issues such as climate change and pandemics. Argumentation is a complex linguistic practice but little is known about how students from diverse language backgrounds engage in argumentation. The goal of this study was to identify how students’ English language proficiency and history was associated with the reasoning demonstrated in their written arguments. We found that students with lower English proficiency and less English history produced fewer causal responses compared to students with higher English language proficiency and history. Follow-up interviews with fifteen participants revealed that students’ comfort communicating in English on assessments was affected by a combination of general and academic language experiences. Findings suggest a need to identify the barriers encountered by students from diverse language backgrounds during argumentation to ensure students from all language backgrounds have equitable supports and opportunities to demonstrate their scientific abilities
Argumentation theory · Language assessment · Language proficiency · Linguistics · Mathematics education · Pedagogy · Scientific reasoning · Discourse Analysis in Language Studies · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Psychology
Languages Are Still a Major Barrier to Global Science
Academic publishing and the myth of linguistic injustice
Confocal Imaging–Guided Laser Ablation of Basal Cell Carcinomas
The Language Factor in Mathematics Tests
A learning progression for scientific argumentation
The Diversity–Innovation Paradox in Science
Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials
Assessment Accommodations for English Language Learners
The Language Experience and Proficiency Questionnaire (Leap-Q)
Retiring the term English language learners
Examining the interdependence in the growth of students' language and argument competencies in replicative and generative learning environments
Asset‐oriented framing of science and language learning with multilingual learners
Estimating the Reliability, Systematic Error and Random Error of Interval Data
Doing Cross-Cultural Research
Implementing the Cognitive Academic Language Learning Approach
The linguistic disadvantage of scholars who write in English as an additional language
English Language Learners' Access to and Attainment in Postsecondary Education
English Learners in STEM Subjects
Science for All, including Students from Non-English-Language Backgrounds
Examining Language in Context
Naturalistic inquiry
Science and Language for English Language Learners in Relation to Next Generation Science Standards and with Implications for Common Core State Standards for English Language Arts and Mathematics
| Citations per year | 1 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |