Supporting Spanish 11th grade students to make scientific writing when learning chemistry in English: the case of logical connectives

Quílez, Juan

doi:10.1080/09500693.2021.1918794

Cited by 10 publications

(4 citation statements)

References 85 publications

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“…Translanguaging pedagogy builds on previous research on third space, underscoring how diverse students utilize a hybrid of vernacular and academic scientific language to connect science with their lived experiences (Brown & Spang, 2008; Martínez‐Álvarez et al, 2018). Recent studies have examined how translanguaging and hybridity support emerging bilingual in navigating between their first and second languages during science learning, for example, between Arabic and Swedish (Karlsson et al, 2019, 2020), Turkish and Swedish (Ünsal et al, 2018), Sotho and English (Charamba, 2020), Korean and English (Ryu, 2019), Spanish and English (Licona & Kelly, 2020; Martínez‐Álvarez et al, 2018), and English and Spanish (Quílez, 2021).…”

Section: Connection Of Llse Studies To Use Of Genaimentioning

confidence: 99%

Informing research on generative artificial intelligence from a language and literacy perspective: A meta‐synthesis of studies in science education

Tang

2024

Science Education

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Research in languages and literacies in science education (LLSE) has developed substantial theoretical and pedagogical insights into how students learn science through language, discourse, and multimodal representations. At the same time, language is central to the functioning of generative artificial intelligence (GenAI). On this common basis concerning the role of language, this paper explores how foundational ideas from LLSE studies can inform the use of GenAI in science education. A bibliometric analysis of 412 journal articles from Web of Science provided the initial step to identify major themes and relationships in the LLSE literature. The analysis revealed four clusters of research in LLSE: reading and writing scientific text, science discourse and interaction, multilingual science classroom, and multimodality and representations. Each cluster was further analyzed through close reading of selected articles to identify and connect key constructs to the potential use of GenAI. These constructs include the interactive‐constructive reading model, text genre, reading‐writing integration, dialogic interaction, critical questioning, argumentation, translanguaging, hybridity, thematic pattern, modal affordance, and transduction. From these ideas and connections, the paper recommends several pedagogical principles for science educators to guide the use of GenAI. It concludes that LLSE research offers valuable insights for researchers and teachers to investigate and design the use of GenAI in science education. In turn, the impending use of GenAI also calls for a rethinking of literacy that will shape future research in LLSE.

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Section: Connection Of Llse Studies To Use Of Genaimentioning

confidence: 99%

Informing research on generative artificial intelligence from a language and literacy perspective: A meta‐synthesis of studies in science education

Tang

2024

Science Education

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“…There is an acknowledged understanding in education that all students are language learners, and all teachers are language teachers (Bullock, 1975;de Oliveira, 2016) many teachers do not feel able to provide language support in their lessons beyond teaching scientific vocabulary (Markic, 2015;Quı ´lez, 2021). However, vocabulary alone is not enough; instead students need to learn both words and how to use them (semantic structures) if they are to make the same meaning as their teachers (Lemke, 1990).…”

Section: Introductionmentioning

confidence: 99%

“What are they talking about?” A sociocultural linguistic approach to practical task effectiveness

Hennah

2023

Chem. Educ. Res. Pract.

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“…This presents particular challenges for English-as-a-second-language (ESL) learners, as they need to bridge meanings across their first language (L1) and second language (L2) (Pun et al, 2023 ). Current scholarship focuses on micro-analysis of what difficulties students face when they write technical terms [e.g., Ha and Hyland ( 2017 )], non-technical terms (e.g., Coxhead, 2000 ), or use logical connectives (Quílez, 2021 ). What is more important is that learners need to recognize writing scientific texts as a staged and goal-oriented process, becoming aware of the structures and purpose of the activity (Tang, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

Developing and validating a genre awareness questionnaire for writing scientific reports

Pun

Cheung

2023

Front. Psychol.

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Current scholarship on language awareness focuses on learners' noticing of forms and functions of language. In writing scientific reports, learners need to be aware of the Introduction, Method, Results, and Discussion (IMRD) genres. While scholarship explores students' language awareness in writing genres for scientific reports, there is a limited quantitative instrument for researchers to measure students' language awareness in these four genres of writing scientific articles. This study investigates the structure of factors of Language Awareness of Genres in a Scientific Writing Questionnaire that measures students' awareness of IMRD genres for L2 bilingual secondary school students in Hong Kong (N = 234). Content validity and construct validity were used. The results show that this instrument is reliable for researchers and teachers to understand the effectiveness of specific genre-based interventions on genre awareness.

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Supporting Spanish 11th grade students to make scientific writing when learning chemistry in English: the case of logical connectives

Cited by 10 publications

References 85 publications

Informing research on generative artificial intelligence from a language and literacy perspective: A meta‐synthesis of studies in science education

Informing research on generative artificial intelligence from a language and literacy perspective: A meta‐synthesis of studies in science education

“What are they talking about?” A sociocultural linguistic approach to practical task effectiveness

Developing and validating a genre awareness questionnaire for writing scientific reports

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