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Interacionismo simbólico: análises de casos sobre o corpo multimodal em stickers do Whatsapp ; Symbolic interaction: case analysis of the multimodal body in stickers from Whatsapp
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A tradução e a criação de conteúdos multimodais para a comunicação de ciência
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Multimodality and translanguaging in negotiation of meaning
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Science Literacy for English Language Learners: A Qualitative Study of Teacher Practices in European Private International Schools
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Abstract:
Worldwide, an influx of immigration, has increased the heterogeneity of our classrooms. In light of today’s heightened teacher accountability, standards and high-stakes assessment, traditional ways of teaching need to change in order to effectively serve the needs of our culturally and linguistically diverse students. Therefore, a qualitative-interpretive study was conducted with ten science teachers working in six private, international schools based in Portugal, Spain, Switzerland, and Belgium with a focus on teacher perceptions, beliefs, teaching practices, and instructional resources used to teach science to English Language Learners (ELLs). Emphasis was placed on the specific teaching modalities and resources that science teachers use to support ELLs in their classrooms. It also addressed the needs of teachers to effectively teach science to ELLs. In response to the research questions, the thematic analysis revealed that the teachers working in these schools had a good awareness of ELL needs in science and wanted to make a difference for these learners. They perceived ELLs as quiet, but hardworking and motivated students. To some degree, the teachers used all seven modalities of teaching: reading, writing, speaking, listening, doing, interpreting, and representing, with or without the use of technology, and considered multimodality to be the most effective way to make science accessible to ELLs. Though not exhaustive, this research offers a set of pedagogical tools and resources for pre-service and in-service teachers to meet the needs of their ELLs in science. Furthermore, based on the teacher responses, the research identifies five key areas which are necessary for science literacy development of culturally and linguistically diverse students. These include: (i) teachers’ positive mindset and awareness towards ELLs in science; (ii) school leadership and administrative support for ELLs; (iii) time, multimodality, and specialized professional development (PD) to scaffold science for ELLs; (iv) the provision of realistic opportunities to collaborate with the ELL or English Language Development (ELD) teacher; and (v) co-teaching science with an ELL/ELD teacher. I would hereby like to share the findings of this thesis and make these accessible to fellow science teachers in the hope that they will refer and/or utilize the proposed strategies and resources in their daily practice.
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Keyword:
Co-teaching; Collaboration; English Language Learners and science education; Multimodality; Multiple representations; Professional development; Scaffolding; Science literacy
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URL: https://doi.org/10.20381/ruor-26719
http://hdl.handle.net/10393/42499
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| 65 |
Corpus Pragmatics and Multimodality: Compiling an ad-hoc Multimodal Corpus for EFL Pragmatics Teaching
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| 66 |
Joint attention and reference construction: The role of pointing and “so”
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In: Language & Communication, vol. 79, no. 6, pp. 33-52 (2021)
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| 67 |
Análisis contrastivo multilingüe del cómic Astérix en Hispanie y sus traducciones
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| 68 |
The representation of male characters in three challenging picture books: A multimodal study ; La representación de personajes masculinos en tres libros álbum desafiantes. Un estudio multimodal
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| 69 |
Reference construction in interaction: The case of type-indicative “so”
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In: Journal of Pragmatics, vol. 181, pp. 241-258 (2021)
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| 70 |
The multimodal construction of corporate performance: An analysis of earnings videos
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In: Ibérica, Iss 42, Pp 139-162 (2021) (2021)
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| 71 |
Engaging the online audience in the digital era: A multimodal analysis of engagement strategies in TED talk videos
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In: Ibérica, Iss 42, Pp 33-58 (2021) (2021)
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| 72 |
El contacto lingüístico: más allá de lenguas, identidades y territorios
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In: RAHL: Revista argentina de historiografía lingüística, ISSN 1852-1495, Vol. 13, Nº. 1, 2021, pags. 25-50 (2021)
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| 73 |
Le texte programmateur à l’épreuve des pratiques : une étude interactionnelle de la mobilisation de recettes de cuisine en situation
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In: Langages, N 221, 1, 2021-03-23, pp.91-106 (2021)
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| 74 |
Projecting action spaces. On the interactional relevance of cesural areas in co-enactments
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In: Open Linguistics, Vol 7, Iss 1, Pp 638-665 (2021) (2021)
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| 75 |
Explaining different aspects of word knowledge: A multimodal analysis of lexical explanation sequences during online French tutoring sessions
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In: Lexis: Journal in English Lexicology, Vol 18 (2021) (2021)
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American University Discourse in the COVID-19 Pandemic: Multimodal Aspect
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In: Cognitive Studies | Études cognitives; No 21 (2021) ; 2392-2397 (2021)
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BETWEEN STROKES AND LETTERS: THE MULTIPLICITY OF MEANINGS PRODUCED BY VERBAL-VISUAL UTTERANCES ; ENTRE TRAÇOS E LETRAS: A MULTIPLICIDADE DE SENTIDOS PRODUZIDA POR ENUNCIADOS VERBO-VISUAIS
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In: Intercâmbio. Revista do Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem. ISSN 2237-759X; v. 47 (2021) ; 2237-759X ; 1413-4055 (2021)
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| 78 |
Estrategias de subtitulación chino-español aplicado al documental "Comercio Mundial"
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Multimodal argumentation: a theoretical-methodological proposal ; Argumentação multimodal: uma proposta teórico-metodológica
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In: Acta Scientiarum. Language and Culture; Vol 43 No 1 (2021): Jan.-June; e56894 ; Acta Scientiarum. Language and Culture; v. 43 n. 1 (2021): Jan.-June; e56894 ; 1983-4683 ; 1983-4675 (2021)
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The origins of gestures and language: history, current advances and proposed theories
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In: ISSN: 1464-7931 ; EISSN: 1469-185X ; Biological Reviews ; https://hal-univ-rennes1.archives-ouvertes.fr/hal-02421052 ; Biological Reviews, Wiley, 2020, 95 (3), pp.531-554. ⟨10.1111/brv.12576⟩ (2020)
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