The Use of Triadic Dialogue in the Science Classroom: a Teacher Negotiating Conceptual Learning with Teaching to the Test

Salloum, Sara; BouJaoude, Saouma

doi:10.1007/s11165-017-9640-4

Cited by 24 publications

(13 citation statements)

References 38 publications

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“…A number of researchers (Francis & Stephens, 2018;Lee & Stephens, 2020;MacDonald et al, 2017) recommend science instruction that provides opportunities for ELs to develop their language skills while engaging in science learning. Strategies to support this integration can include: (a) negotiation, opportunities for individual and social construction and critique of knowledge; (b) embedded language, opportunities for language and literacy learning as a natural aspect of science; and (c) non-threatening learning environments, opportunities for social apprenticeship and interaction (Ardasheva et al, 2015;Salloum & BouJaoude, 2017;Symons et al, 2017). Here we briefly define these three research-based principles recommended for supporting science and language learning for all students, but particularly for ELs.…”

Section: Study Backgroundmentioning

confidence: 99%

Supporting Science Learning For English Language Learners

Morrison

Ardasheva

Newcomer

et al. 2020

JERAP

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This study focused on two fourth-grade science classrooms with English learners (ELs), exploring how teachers supported students’ science and language/literacy learning in different language contexts. Three a priori research-based practices recommended for supporting science learning framed our exploration: (a) negotiation, opportunities for individual and social construction and critique of knowledge; (b) embedded language, opportunities for language and literacy learning as a natural aspect of science; and (c) non-threatening learning environments, opportunities for social apprenticeship and interaction. We provide insights into how science instructional practices supported ELs’ science and language learning. One key implication is that enacting these three principles of practice in students’ first language (Spanish), when less linguistic scaffolding is required, creates more opportunities to focus on disciplinary content and exploration of students’ ideas. The second key implication is that using open-ended questions and extending prompts and questions through exploration-based lessons was an effective way to support and guide ELs (and all students) to rich understandings of key concepts. A third key implication is that although teachers delivered instruction in two different languages, when they enacted these principles, they fostered student engagement and interest in science. Effective implementation of these practices outweighed the language of delivery.

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Section: Study Backgroundmentioning

confidence: 99%

Supporting Science Learning For English Language Learners

Morrison

Ardasheva

Newcomer

et al. 2020

JERAP

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“…A student then responds (R) and the teacher follows up with some feedback (F) regarding how well the student's response meets the teacher's expectation. IRF exchanges have been studied in secondary science contexts (Chin 2006;Salloum and BouJaoude 2017). In their synthesis of meta-analyses, Hattie and Timperley (2007, p.81) define feedback more specifically as 'information that is provided from a range of different sources...that relates to aspects of the learner's performance or understanding'.…”

Section: Defining Feedbackmentioning

confidence: 99%

Oral Interactions in Secondary Science Classrooms: a Grounded Approach to Identifying Oral Feedback Types and Practices

Mapplebeck

Dunlop

2019

Res Sci Educ

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Feedback is an important practice in promoting learning. This study examines teachers' oral feedback practices, with an analysis grounded in students' perceptions of what helps them learn. Based on 38 hours of lesson observations, interviews with 10 teachers and 84 students, we identify how teachers conceptualise and practice oral feedback. Based on student interviews, three main types of oral interaction were found to constitute feedback: discrepancy, success criteria comments and open questions. Current practices appear to address the feedback dimensions of 'How am I going?' and 'Where to next?', but seem to be lacking with respect to addressing the question related to 'Where am I going?' Feedback is infrequently used by science teachers compared with other types of oral interaction and the feedback types most frequently reported by students to help learning were used least often. Teachers used oral feedback types differently in whole class and small group situations. We use findings to elaborate an ideal-typical model of feedback practices, with divergent practices involving more frequent use of oral feedback, focusing on learning rather than task. The study concludes with implications for practice in teaching and teacher education.

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“…Thus, they claim that additional tools are needed to develop the Vygotskian account. From the work of Bakhtin (1934), who claims that different modes of discourse such as dialogue (Salloum & BouJaoude, 2019) are used in the society that is known as 'social languages' (Leach & Scott, 2003). The social language of science is different from everyday ways of talking and thinking about the natural phenomena because it involves explaining the scientific phenomena based on the accepted scientific explanation.…”

Section: Social Perspectives On Theory Of Learningmentioning

confidence: 99%