Article published in:Teaching, Learning and Scaffolding in CLIL Science Classrooms
Edited by Yuen Yi Lo and Angel M.Y. Lin
[Journal of Immersion and Content-Based Language Education 7:2] 2019
► pp. 233–260
Supporting students’ content learning in Biology through teachers’ use of classroom talk drawing on concept sketches
This article examines teachers’ attempts to enhance students’ content learning in Biology through the use of talk centred on concept sketches. Of specific interest is how teachers provide scaffolding through purposeful classroom discourse (Lemke, 1990) with the use of talk moves (Chapin, O’Connor, & Anderson, 2013), drawing on concept sketches (Johnson & Reynolds, 2005) annotated by students. Informed by socioconstructivist (Vygotsky, 1978/86) perspectives and grounded in multimodal literacy (Kress & van Leeuwen, 2001) underpinnings, the study acknowledges the teacher’s role in productive classroom discussions to guide students’ thinking and facilitate meaning-making. Qualitative analysis of classroom discourse illustrates how teachers’ classroom talk can scaffold and address the gaps in students’ learning. Pedagogical implications are discussed.
Keywords: classroom discourse, concept sketch, multimodal literacy, content and language integrated learning (CLIL), science teaching, Biology, teacher questioning, talk moves
Published online: 25 September 2019
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