"A Squirrel Came and Pushed Earth": Popular Cultural and Scientific Ways of Thinking for ELLs
This article reports on a study of how third‐grade bilingual students drew from everyday resources, particularly popular culture, in science classes and how the use of these resources shaped how they made sense of academic texts. Six months of data collection in an urban Midwestern school demonstrat...
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| Vydané v: | The Reading teacher Ročník 62; číslo 7; s. 558 - 568 |
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| Médium: | Journal Article |
| Jazyk: | English |
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Oxford, UK
Blackwell Publishing Ltd
01.04.2009
International Reading Association |
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| ISSN: | 0034-0561, 1936-2714 |
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| Abstract | This article reports on a study of how third‐grade bilingual students drew from everyday resources, particularly popular culture, in science classes and how the use of these resources shaped how they made sense of academic texts. Six months of data collection in an urban Midwestern school demonstrated that students—especially English‐language learners (ELLs)—faced multiple demands from the science texts and instruction. One source of difficulty was the complex science textbook (in English) and instruction heavily based on information from this text. The textbook represented particular ways of thinking and communicating that are specific to the discipline of science; the popular cultural text represented different ways of thinking and talking unique to entertainment‐based communities. English‐language learners need to learn how to navigate across these multiple textual resources, including explicit attention to the linguistic features that shape these socially‐constructed texts.
ملخص البحث: تنقل هذه المقالة خبراً عن دراسة بشأن كيف استدعى طلاب الصف الثالث الابتدائي ذوو ازدواج اللغة الموارد اليومية خصوصاً الثقافة العامة في صفوفهم العلمية وكيف استخدام هذه الموارد شكّلت الطريقة التي فهموا فيها النصوص الدراسية. وأظهرت ستة شهور من جمع المعطيات في مدرسة مدنية في الغرب الأوسط من أمريكا أن الطلاب—خصوصاً دارسوا اللغة الإنكليزية—واجهوا عدة متطلبات من النصوص العلمية وكذلك من التعليم. ولقد شكّل كتاب مادة علمية معقد (في اللغة الإنكليزية) مصدراً من مصادر الصعوبة وكذلك التعليم المبني إلى حد كبير على المعلومات المأخوذة منه. مثّل كتاب المادة طرقاً معينة من التفكير والتواصل خاصة لمجال العلم بينما مثّل النص المبني على الثقافة العامة طرقاً مختلفة من التفكير والمحادثة خاصة للمجموعات المبنية على الطرب. إذ يحتاج دارسوا اللغة الإنكليزية إلى أن يتعلموا كيف يتوجهون عبر هذه الموارد النصوصية المتعددة بما فيها الانتباه المباشر إلى المعالم اللغوية التي تشكّل هذه النصوص المنظمة اجتماعياً.
本文所报告的研究是有关小学三年级双语学生如何在科学课堂学习中汲取日常的资源，特别是通俗文化，以及他们如何利用这些资源去理解学术文本。在美国中西部的一所学校六个月内所搜集得的资料显示：学生（尤其是英语学习者）面对着多种来自科学科文本和科学教学对他们的要求。其中一种困难源自科学课本 (用英语编写的) 中复杂的知识内容，而大部分的课堂教学又是基于这些课本内容进行。这些课本代表着科学这门学科所特有的思维与传达意义的方式；而通俗文化的文本则代表着各样以娱乐为本的社区所特有的不同思维与说话方式。英语学习者需要学习如何横跨这多种多样的文本资源，包括学习如何明显地关注塑造这些社会性建构语篇的语言特点。
Cet article rapporte une étude sur la façon dont des élèves bilingues de troisième année se sont basés sur des ressources de vie quotidienne, en particulier de culture populaire, dans des classes de science et comment l'utilisation de ces ressources a modelé leur façon de donner du sens à des textes académiques. Une collecte de données pendant six mois dans une école de banlieue du Middlewest a mis en évidence que les élèves ‐ notamment les élèves en anglais langue deux ‐ sont confrontés aux multiples exigences des textes de sciences et de l'enseignement. Une des raisons de ces difficultés est la complexité du manuel de sciences (en anglais) et le fait que l'enseignement repose largement sur l'information provenant de ce type de texte. Le manuel présente des façons de penser et de communiquer qui sont propres aux sciences comme discipline; les textes de culture populaire présentent des façons de penser et de parler qui sont différentes, propres à des communautés basées sur le divertissement. Les enfants scolarisés en anglais doivent apprendre à naviguer entre ces diverses ressources textuelles, y compris en accordant une attention particulière aux caractéristiques linguistiques qui modèlent ces textes construits socialement.
Автор приводит результаты исследования, в рамках которого двуязычные третьеклассники используют ресурсы из реального окружения, в частности, из национальной культуры, для занятий естествознанием, и демонстрирует, как использование этих источников формирует их понимание учебных текстов. Данные, которые собирались в течение полугода в одной из городских школ на Среднем западе США, показывают, что учащиеся – в особенности те, для которых английский язык не является родным, – сталкиваются с разного рода трудностями. Сам учебник по естествознанию написан на достаточно сложном для них английском языке, а обучение в значительной мере опирается на этот текст. Язык учебника отражает ход научной мысли и особенности научного дискурса, в то время как национально‐культурные тексты, такие как народные сказки, отражают совсем иное мышление и культуру, где во главу угла ставится “забава”. Детям, для которых английский не является родным, приходится лавировать между этими разнообразными текстовыми ресурсами, в том числе, преодолевать чисто лингвистические трудности, имеющиеся в социально‐конструктивистских текстах.
Este artículo toma información de la alfabetización y la educación especial, al igual que del discernimiento sacado de autobiografías y memorias escritas por personas que caen dentro del abanico del autismo, para argüir que todos los estudiantes, incluyendo los que no han sido calificados como discapacitados, se benefician de la presencia de tales estudiantes de su misma edad en el salón de clase. Se proporciona una visión general de las tendencias relacionadas con la alfabetización de estudiantes autistas. Todos los miembros de la comunidad escolar gozan de los siguientes beneficios: se expanden los conceptos del aprendizaje, se valoran múltiples maneras de participación, los planes de instrucción se enfocan en los resultados; las familias se vuelven compañeros, y los maestros se vuelven indagadores. |
|---|---|
| AbstractList | This article reports on a study of how third‐grade bilingual students drew from everyday resources, particularly popular culture, in science classes and how the use of these resources shaped how they made sense of academic texts. Six months of data collection in an urban Midwestern school demonstrated that students—especially English‐language learners (ELLs)—faced multiple demands from the science texts and instruction. One source of difficulty was the complex science textbook (in English) and instruction heavily based on information from this text. The textbook represented particular ways of thinking and communicating that are specific to the discipline of science; the popular cultural text represented different ways of thinking and talking unique to entertainment‐based communities. English‐language learners need to learn how to navigate across these multiple textual resources, including explicit attention to the linguistic features that shape these socially‐constructed texts.
ملخص البحث: تنقل هذه المقالة خبراً عن دراسة بشأن كيف استدعى طلاب الصف الثالث الابتدائي ذوو ازدواج اللغة الموارد اليومية خصوصاً الثقافة العامة في صفوفهم العلمية وكيف استخدام هذه الموارد شكّلت الطريقة التي فهموا فيها النصوص الدراسية. وأظهرت ستة شهور من جمع المعطيات في مدرسة مدنية في الغرب الأوسط من أمريكا أن الطلاب—خصوصاً دارسوا اللغة الإنكليزية—واجهوا عدة متطلبات من النصوص العلمية وكذلك من التعليم. ولقد شكّل كتاب مادة علمية معقد (في اللغة الإنكليزية) مصدراً من مصادر الصعوبة وكذلك التعليم المبني إلى حد كبير على المعلومات المأخوذة منه. مثّل كتاب المادة طرقاً معينة من التفكير والتواصل خاصة لمجال العلم بينما مثّل النص المبني على الثقافة العامة طرقاً مختلفة من التفكير والمحادثة خاصة للمجموعات المبنية على الطرب. إذ يحتاج دارسوا اللغة الإنكليزية إلى أن يتعلموا كيف يتوجهون عبر هذه الموارد النصوصية المتعددة بما فيها الانتباه المباشر إلى المعالم اللغوية التي تشكّل هذه النصوص المنظمة اجتماعياً.
本文所报告的研究是有关小学三年级双语学生如何在科学课堂学习中汲取日常的资源，特别是通俗文化，以及他们如何利用这些资源去理解学术文本。在美国中西部的一所学校六个月内所搜集得的资料显示：学生（尤其是英语学习者）面对着多种来自科学科文本和科学教学对他们的要求。其中一种困难源自科学课本 (用英语编写的) 中复杂的知识内容，而大部分的课堂教学又是基于这些课本内容进行。这些课本代表着科学这门学科所特有的思维与传达意义的方式；而通俗文化的文本则代表着各样以娱乐为本的社区所特有的不同思维与说话方式。英语学习者需要学习如何横跨这多种多样的文本资源，包括学习如何明显地关注塑造这些社会性建构语篇的语言特点。
Cet article rapporte une étude sur la façon dont des élèves bilingues de troisième année se sont basés sur des ressources de vie quotidienne, en particulier de culture populaire, dans des classes de science et comment l'utilisation de ces ressources a modelé leur façon de donner du sens à des textes académiques. Une collecte de données pendant six mois dans une école de banlieue du Middlewest a mis en évidence que les élèves ‐ notamment les élèves en anglais langue deux ‐ sont confrontés aux multiples exigences des textes de sciences et de l'enseignement. Une des raisons de ces difficultés est la complexité du manuel de sciences (en anglais) et le fait que l'enseignement repose largement sur l'information provenant de ce type de texte. Le manuel présente des façons de penser et de communiquer qui sont propres aux sciences comme discipline; les textes de culture populaire présentent des façons de penser et de parler qui sont différentes, propres à des communautés basées sur le divertissement. Les enfants scolarisés en anglais doivent apprendre à naviguer entre ces diverses ressources textuelles, y compris en accordant une attention particulière aux caractéristiques linguistiques qui modèlent ces textes construits socialement.
Автор приводит результаты исследования, в рамках которого двуязычные третьеклассники используют ресурсы из реального окружения, в частности, из национальной культуры, для занятий естествознанием, и демонстрирует, как использование этих источников формирует их понимание учебных текстов. Данные, которые собирались в течение полугода в одной из городских школ на Среднем западе США, показывают, что учащиеся – в особенности те, для которых английский язык не является родным, – сталкиваются с разного рода трудностями. Сам учебник по естествознанию написан на достаточно сложном для них английском языке, а обучение в значительной мере опирается на этот текст. Язык учебника отражает ход научной мысли и особенности научного дискурса, в то время как национально‐культурные тексты, такие как народные сказки, отражают совсем иное мышление и культуру, где во главу угла ставится “забава”. Детям, для которых английский не является родным, приходится лавировать между этими разнообразными текстовыми ресурсами, в том числе, преодолевать чисто лингвистические трудности, имеющиеся в социально‐конструктивистских текстах.
Este artículo toma información de la alfabetización y la educación especial, al igual que del discernimiento sacado de autobiografías y memorias escritas por personas que caen dentro del abanico del autismo, para argüir que todos los estudiantes, incluyendo los que no han sido calificados como discapacitados, se benefician de la presencia de tales estudiantes de su misma edad en el salón de clase. Se proporciona una visión general de las tendencias relacionadas con la alfabetización de estudiantes autistas. Todos los miembros de la comunidad escolar gozan de los siguientes beneficios: se expanden los conceptos del aprendizaje, se valoran múltiples maneras de participación, los planes de instrucción se enfocan en los resultados; las familias se vuelven compañeros, y los maestros se vuelven indagadores. To make sense of the text, the third graders drew from numerous resources such as family experiences and travels, children's magazines and books, and popular culture (e.g., movies, television, and print texts). The grammar instruction that learners of English as a second or foreign language require if they are to achieve advanced literacy skills must be discourse-based and discourse-grounded so that learners acquire not only the forms but also the meanings and uses of the target grammatical structures. [...] ELLs may appear to be proficient in English when talking on the playground with friends, but they need to move beyond basic interpersonal communication skills to learn the academic and disciplinary language required to be successful in reading, writing, and talking in science (Cummins & Swain, 1986).\n x. This article reports on a study of how third-grade bilingual students drew from everyday resources, particularly popular culture, in science classes and how the use of these resources shaped how they made sense of academic texts. Six months of data collection in an urban Midwestern school demonstrated that students--especially English-language learners (ELLs)--faced multiple demands from the science texts and instruction. One source of difficulty was the complex science textbook (in English) and instruction heavily based on information from this text. The textbook represented particular ways of thinking and communicating that are specific to the discipline of science; the popular cultural text represented different ways of thinking and talking unique to entertainment-based communities. English-language learners need to learn how to navigate across these multiple textual resources, including explicit attention to the linguistic features that shape these socially-constructed texts. (Contains 3 tables.) |
| Audience | Grade 3 Elementary Education |
| Author | Ciechanowski, Kathryn M. |
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| Cites_doi | 10.1002/tea.1014 10.1598/RT.61.4.4 10.3102/0002831206298677 10.1080/10862969409547862 10.4324/9781410610317 10.3102/0091732X021001049 |
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| References | Gee J.P. (e_1_2_1_1_9_1) 1996 Wong Fillmore L. (e_1_2_1_1_18_1) 2000 e_1_2_1_1_3_1 Bhabha H.K. (e_1_2_1_1_4_1) 1994 e_1_2_1_1_13_1 e_1_2_1_1_15_1 Krulik N.E. (e_1_2_1_2_3_1) 2002 e_1_2_1_1_14_1 Lemke J.L. (e_1_2_1_1_12_1) 1990 e_1_2_1_1_11_1 Celce‐Murcia M. (e_1_2_1_1_5_1) 2002 Ballard R.D. (e_1_2_1_2_2_1) 1993 Valdés G. (e_1_2_1_1_16_1) 2001 Alvermann D.E. (e_1_2_1_1_2_1) 1999 e_1_2_1_1_17_1 Cummins J. (e_1_2_1_1_6_1) 1986 Frank M.S. (e_1_2_1_1_8_1) 2005 Gee J.P. (e_1_2_1_1_10_1) 2002 Faltis C. (e_1_2_1_1_7_1) 2008 Pilkey D. (e_1_2_1_2_4_1) 2001 |
| References_xml | – start-page: 159 volume-title: Developing advanced literacy in first and second languages: Meaning with power year: 2002 ident: e_1_2_1_1_10_1 – ident: e_1_2_1_1_13_1 doi: 10.1002/tea.1014 – volume-title: Bilingualism in education: Aspects of theory, research, and practice year: 1986 ident: e_1_2_1_1_6_1 – volume-title: Social linguistics and literacies: Ideology in discourses year: 1996 ident: e_1_2_1_1_9_1 – volume-title: Learning and not learning English: Latino students in American schools year: 2001 ident: e_1_2_1_1_16_1 – ident: e_1_2_1_1_3_1 doi: 10.1598/RT.61.4.4 – volume-title: Ice age: The classic storybook year: 2002 ident: e_1_2_1_2_3_1 – volume-title: The Captain Underpants extra‐crunchy book o' fun year: 2001 ident: e_1_2_1_2_4_1 – volume-title: Talking science: Language, learning, and values year: 1990 ident: e_1_2_1_1_12_1 – ident: e_1_2_1_1_17_1 doi: 10.3102/0002831206298677 – volume-title: What teachers need to know about language year: 2000 ident: e_1_2_1_1_18_1 – start-page: 143 volume-title: Developing advanced literacy in first and second languages: Meaning with power year: 2002 ident: e_1_2_1_1_5_1 – volume-title: Finding the Titanic year: 1993 ident: e_1_2_1_2_2_1 – volume-title: The location of culture year: 1994 ident: e_1_2_1_1_4_1 – ident: e_1_2_1_1_14_1 doi: 10.1080/10862969409547862 – ident: e_1_2_1_1_15_1 doi: 10.4324/9781410610317 – ident: e_1_2_1_1_11_1 doi: 10.3102/0091732X021001049 – volume-title: Teaching English learners and immigrant students in secondary schools year: 2008 ident: e_1_2_1_1_7_1 – volume-title: Harcourt science year: 2005 ident: e_1_2_1_1_8_1 – volume-title: Popular culture in the classroom: Teaching and researching critical media literacy year: 1999 ident: e_1_2_1_1_2_1 |
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