A focus on disciplinary language
Bringing critical perspectives to reading and writing in science
Bibliographic Data
| ID | 4255073 |
|---|---|
| Authors | Jason Moore (0000-0002-0075-1926, Reading and Language Arts, Oakland University, Rochester, Michigan, USA, corresponding author), Mary J Schleppegrell (0000-0002-3631-420X, University of Michigan), Mary Schleppegrell (Educational Studies, University of Michigan, Ann Arbor, Michigan, USA) |
| Year | 2020 |
| Volume | 59 |
| Issue | 1 |
| Pages | 99-108 |
| Publication date | 2020-01-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2019.1685337 |
| OpenAlex | W2982384383 |
| Language | EN |
| Citations received | 18 |
| References cited | 14 |
In this article, we show how close attention to language throughout a socio-scientific investigation supports upper elementary Arabic-speaking students to learn English while participating in valued disciplinary practices in science. Engagement in reading and writing with a focus on language also enables them to bring critical perspectives to the ways authors calibrate their presentation of evidence and present different degrees of certainty, and challenge each other's arguments as they offer their own points of view. A focus on language in such disciplinary practices transcends a generic understanding of academic language and attends to the knowledge to be developed in schooling and the role of language in enacting disciplinary meanings and practices; it also enables students to bring their own voices to learning
Academic writing · Certainty · Discipline · Epistemology · Focus (optics · Linguistics · Mathematics education · Pedagogy · Presentation (obstetrics · Reading (process · Social science · Sociology · Discourse Analysis in Language Studies · Educator Training and Historical Pedagogy · EFL/ESL Teaching and Learning · Psychology
Empowering Diverse Learners
The value of models to support students' voice in middle school social studies argument writing
Academic language
Teachers’ conceptualizations of multilingual learners’ so-called ‘academic’ language in oral-language assessments
Designing knowledge construction in pre-service teachers’ collaborative planning talk
Thorny issues with academic language
“Because we bilingual”
The ideal versus the real
Multilingual learners' epistemologies in practice in the context of computational modeling in an elementary science classroom
Equity Matters
Disciplinary Practices with Multilingual Learners in the Content Areas
Aspects of agency and sense of belonging
Pre-and in-service teacher attitudes related to English Learner instruction in the content-areas
Value your students' bilingualism? Nurture them through development of school-based registers
Equity in teaching academic language-an interdisciplinary approach
Syrian refugee youths' science learning in a “dialogic” third space
Broadening the appliability of systemic functional linguistics
Midadolescents' Language Learning at School
Language, Context, and Text
The Language of Evaluation
Conducting Educational Design Research
Design Experiments
Informal reasoning regarding socioscientific issues
Foregrounding the Disciplines in Secondary Literacy Teaching and Learning
Discovering Disciplinary Linguistic Knowledge With English Learners and Their Teachers
From academic language to language architecture
Integrating Science And English Proficiency For English Language Learners
| Citations per year | 3 |
|---|---|
| Citation span | 2020 - 2025 (6) |
| Highly cited | No |