It isn't no slang that can be said about this stuff: Language, Identity, and Appropriating Science Discourse
Abstract/Contents
- Abstract
- This research project explores the language practices that emerged as a teacher taught a lesson designed to promote science literacy development for traditionally underrepresented students. This ethnographic study of a Detroit, MI school examined the teacher's use of science language and its influence on students' use of science language. Using sociolinguistic discourse analysis, two modes of classroom language were identified. First, the teacher used a hybrid method of language involving her explaining science ideas by using vernacular and scientific language. This parenthetical type of speech, which we describe as "Double Talk", was also found in students. Second, students appropriated this same strategy for using science language in which they produced vernacular and scientific descriptions during explanations. The findings of this study are significant in their contribution to contemporary research about teaching and learning for minority students. These results implicate the need to teach science explicitly as a second language in urban classrooms.
Description
| Type of resource | text |
|---|---|
| Date created | 2006 |
Creators/Contributors
| Author | Brown, Bryan | |
|---|---|---|
| Author | Spang, Eliza | |
| Publisher | Journal of Research in Science Teaching |
Subjects
| Subject | cultural identity |
|---|---|
| Subject | minority students |
| Subject | science language |
| Subject | teaching science |
| Genre | Article |
Bibliographic information
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- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
Collection
Graduate School of Education Open Archive
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