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ERIC Number: ED559753
Record Type: Non-Journal
Publication Date: 2013
Pages: 292
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3033-2970-8
Making Sense of Science Discourse: A Multimodal Approach for English Learners
Zhang, Ying
ProQuest LLC, Ph.D. Dissertation, Purdue University
This study takes theories and perspectives from social semiotics, multimodality, sociocultural developmental perspective, social constructivism in science education, and second language acquisition to examine the science discourse in a sixth grade sheltered classroom. The study aims to answer the following two questions: 1. what is the nature of multimodal communication in the middle school sheltered science classroom? 2. how does science learning as well as literacy development in the classroom occur from a multimodal perspective? Using qualitative research methods, the study shows that the classroom discourse featured limited opportunities for English Learners to express their understanding of science content through multimodal communicative means such as oral language, written language, and visual products. The classroom discourse resulted in limited science learning and language development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A