Disciplinary language –

Nestlog, Ewa Bergh

doi:10.15626/hn.20204508

Cited by 2 publications

(3 citation statements)

References 23 publications

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“…In Text 1 and 2 in this study, the pupils seem to have captured some of the disciplinary conventions related to words, drawings, and text structures that are relevant to use when communicating science. The result does not show whether the use of disciplinary conventions are important for their learning in physics, but by applying the conventions they might increase their opportunities to position themselves as knowledgeable, hence actually position themselves in the discipline [28,34], e.g., by choosing the discipline-specific "block" instead of the more everyday "be in the way of". In this case, both choices are functional in regard to the content, but when making the language of the discipline one's own, pupils might see themselves as more competent in science than if they were to use the more colloquial expression.…”

Section: Discussionmentioning

confidence: 92%

“…Examples are visual models of science phenomena, text structures, different lexico-grammatical choices to express cause and consequence, or the use of precise disciplinary vocabulary. Therefore, it has been repeatedly argued that teachers can-or even need to-support students' knowledge development by integrating content with how language is used in different disciplines [28,34,45]. One possibility then is to discuss how acts of writing, such as explanations and descriptions, can be formulated in line with the conventions of the discipline and in so doing also relate to multimodal aspects, for instance conventions regarding diagrams in science, or potential meanings of arrows.…”

Section: Discussionmentioning

confidence: 99%

“…Thus, from a social semiotic perspective, choices concerning (1) interaction within a discipline and a school subject, and (2) conventions for content as well as language structures and other resources, are discipline-specific. Therefore, questions about interaction and conventions developed within a school subject are relevant to make explicit in all teaching practices at school, to enable pupils and students to develop their disciplinary literacy; that is, discipline-specific ways of communicating in the discipline [27,28].…”

Section: Theorymentioning

confidence: 99%

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Primary Pupils’ Multimodal Representations in Worksheets—Text Work in Science Education

et al. 2022

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Worksheets are common in science classrooms with an aim to support pupils’ meaning-making, e.g., for guiding them in performing hands-on activities and documenting their experiences of such activities. Yet, there have been few systematic studies of pupils’ disciplinary representations in worksheets. Drawing on systemic functional linguistics, we have analyzed fifth grade pupils’ (age 10–11) multimodal texts in worksheets (n = 25) when they were working with shadow formation as part of their regular classroom activities. In the worksheets they were asked to first explain in writing why or why not a shadow was formed and then explain shadow formation through a drawing. At an overall level, we found that a majority of the pupils managed to express in writing why a shadow is formed, though it appeared to be more challenging for them to explain why a shadow is not formed. In their drawings, quite a few pupils managed to include several key aspects of shadow formation, at least when combining image with writing. For all tasks, the explanatory parts of the pupils’ responses were often implicit. Based on our results, we suggest that pupils may benefit from teaching practices that integrate a parallel focus on form and content as a way to raise their awareness of, for instance, the affordances of different resources and how explanations can be structured. Such practices may support pupils to be able to consider and choose appropriate resources in their disciplinary texts.

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Section: Discussionmentioning

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Section: Theorymentioning

confidence: 99%

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Primary Pupils’ Multimodal Representations in Worksheets—Text Work in Science Education

et al. 2022

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Mellanstadieelevers rörlighet i sina multimodala geografitexter

Nestlog

2022

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Att lära sig ett skolämne innebär att också lära sig att uttrycka kunskaper i ämnet, skriftligt såväl som muntligt. Den här fallstudien är inriktad på mellanstadieelevers sätt att tala om sina egna multimodala texter inom geografiämnet. Elevtexterna är uppbyggda av skrivet verbalspråk och fotografier. Tidigare studier av hur elever talar om egna texter, det vill säga hur de rör sig i sina texter, har huvudsakligen varit inriktade på verbalspråkliga aspekter, inte på aspekter som rör exempelvis bilder. Syftet med studien är att bidra med kunskap om hur eleverna muntligt uttrycker sig om de egna geografitexterna och textskapandet, och vilka tecken på meningsskapande de visar genom sin textrörlighet. De överordnade teorierna utgörs av dialogiska och socialsemiotiska perspektiv (Bakhtin 1986; Bergh Nestlog 2012; Halliday 1978; Kress 2010). Dessa teorier kombineras med textrörlighetsbegreppet (Langer 2011), som tillämpas i analyserna. Materialet består av transkriberade videoinspelningar av totalt fyra intervjuer med två elever. Resultatet visar att den multimodala orienteringen i texterna och geografiämnet framstår som central för eleverna. Genom textbaserad och transaktiv textrörlighet visar eleverna att texterna är betydelsefulla för dem. I synnerhet texternas multimodala karaktär och undervisningens upplägg verkar ha haft stor betydelse för elevernas engagemang och lärande.

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Disciplinary language –

Cited by 2 publications

References 23 publications

Primary Pupils’ Multimodal Representations in Worksheets—Text Work in Science Education

Primary Pupils’ Multimodal Representations in Worksheets—Text Work in Science Education

Mellanstadieelevers rörlighet i sina multimodala geografitexter

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