A focus on disciplinary language: Bringing critical perspectives to reading and writing in science

Moore, Jason; Schleppegrell, Mary J.

doi:10.1080/00405841.2019.1685337

Cited by 20 publications

(11 citation statements)

References 10 publications

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“…Importantly, CALS‐focused research, as research grounded in critical functional approaches (e.g., Gebhard, 2019; Moore & Schleppegrell, 2020), does not emerge, as stated above, from prescriptive approaches; thus, it is not meant to prescribe the language to be used at school, let alone constrain students’ languages for expression, thinking, and learning. Moreover, school‐relevant language should not be misinterpreted as prerequisite to participating in content‐rich, cognitively demanding learning.…”

Section: Research On Midadolescents’ Language For Scientific Learning...mentioning

confidence: 99%

Midadolescents’ Language Learning at School: Toward More Just and Scientifically Rigorous Practices in Research and Education

Uccelli¹

2023

Language Learning

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Which theoretical and empirical insights can inform language‐in‐education research that advances equitable and high‐quality learning at school? In this three‐part article, I first draw from various sources to foreground the urgent need to counteract linguicism and epistemic injustices and to commit to more just and rigorous scientific practices in research and education. Based on findings from my own research, I then argue that more just and rigorous practices need to attend to midadolescents’ individual differences in language learning. In response, I present insights from recent innovative evidence‐based pedagogical frameworks and tools that reveal promising paths forward. I close by calling for research with a dual focus on equity and rigor that supports moving away from “pedagogies of silence,” which silence marginalized students’ voices, damaging their identities and obstructing their learning, towards “pedagogies of voices,” which affirm all learners’ voices while amplifying their language repertoires and their critical learning.

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Section: Research On Midadolescents’ Language For Scientific Learning...mentioning

confidence: 99%

Midadolescents’ Language Learning at School: Toward More Just and Scientifically Rigorous Practices in Research and Education

Uccelli¹

2023

Language Learning

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“…In this section, we connect the Writing Context task to our discussion about social practices in research writing and their connection to discipline (for further studies on social and disciplinary practices surrounding doctoral writing, see also gonzález-Ocampo & Castelló, 2018;Moore & Schleppegrell, 2020;Negretti & Mcgrath, 2020;Negretti, 2021;Paltridge & Starfield, 2020;Park & Schallert, 2019). The data extracts we present are drawn from the assignments written by students in various iterations of the course, over a period of 2 years.…”

Section: Learning the Craft: Examples From Students' Assignments In T...mentioning

confidence: 99%

Setting the stage(s) for English for Research and Publication Purposes: Authors, audiences, and learning the craft

Negretti

McGrath

2022

Ibérica

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The stage is an apt metaphor for how the ERPP community has come to understand research-based writing: research writing is of course a textual practice, but it is also inherently social, with both cognitive and affective dimensions. The aim of our paper (based on a talk given at NFEAP in 2021) is to bring new insights to our understanding of these stages by presenting a few data examples derived from a task completed by a group of doctoral students in the sciences. The task was designed to foreground primarily social facets of writing: writing as genre performance on a specific stage, for a specific audience and as a form of situated, purposeful communication against the backdrop of the current knowledge within a field. Further, the task foregrounded writing as a form of development towards a self-directed, agentive and possibly creative adaptation of one’s authorial choices. We present three main arguments: first, we show that a straightforward disciplinary framing of research-based writing may not be reflective of the hybridised, fluid and multidisciplinary audiences that our students write for; second, we argue that students need support in recognising this complexity and in developing rhetorical adroitness in order to write effectively; and third, we call for deeper engagement with well-established theories of learning such as self-regulation and metacognition to design tasks that investigate and promote student learning, and that encompass the social, cognitive and affective dimensions of genre performance.

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“…Määrittelen tiedonalan kielen opetussuunnitelman tavoin funktionaalisesti. Tiedonalan kieli rakentuu kunkin oppiaineen teksteille tyypillisen kielenkäytön, sanaston, rakenteiden ja sosiaalisten käytänteiden ympärille (Schleppegrell 2001(Schleppegrell , 2004Moore & Schleppegrell 2020). Tutkimusaineisto koostuu yläkouluikäisten oppilaiden kirjoittamista teksteistä fysiikan oppitunneilla (222 tekstiä), fysiikan oppituntien observoinnista (36 tuntia) ja kenttäpäiväkirjasta (n. 8 800 sanaa) sekä keskustelunauhoituksista fysiikan opettajan kanssa (n. 3 tuntia).…”

Section: Johdantounclassified

“…esim. Moore & Schleppegrell 2020;Satokangas & Tiermas 2021). Systeemis-funktionaalisen kielentutkimuksen näkökulma kieleen sosiaalisena ja tilanteisena merkityspotentiaalina (Halliday 1978) sekä erityisesti genreistä sosiaalisina käytänteinä (Martin & Rose 2008) on lisäksi tarjonnut koulukontekstiin soveltuvan mallin tarkastella tekstien tuottamista ja tulkitsemista tiettyyn tavoitteeseen pyrkivänä toimintana (ks.…”

Section: Tiedonalan Kielen Diskursiivinen Rakentuminenunclassified

Tiedonalan kielen rakentuminen yläkoulun fysiikan oppitunnilla

Tiermas

2022

afinlavk

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This article focuses on social and linguistic practices in lower secondary school physics lessons. Using nexus analysis as the theoretical and methodological framework, the study seeks to answer two research questions: how disciplinary language is structured in texts and in classroom interaction and how students participate in disciplinary literacy practices with different linguistic resources. The data consists of texts (N=222), audio recordings (3 hours) and ethnographic field work data (36 hours). The analysis shows that disciplinary language in physics lessons is structured in multimodal manner and students’ engagement in classroom interaction is challenged by the social and linguistic practices used. This article suggests that students’ developing language skills and diverse linguistic repertoires in the classroom should be better considered in language-aware subject teaching.

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A focus on disciplinary language: Bringing critical perspectives to reading and writing in science

Cited by 20 publications

References 10 publications

Midadolescents’ Language Learning at School: Toward More Just and Scientifically Rigorous Practices in Research and Education

Midadolescents’ Language Learning at School: Toward More Just and Scientifically Rigorous Practices in Research and Education

Setting the stage(s) for English for Research and Publication Purposes: Authors, audiences, and learning the craft

Tiedonalan kielen rakentuminen yläkoulun fysiikan oppitunnilla

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