ERIC Number: EJ1253172
Record Type: Journal
Publication Date: 2020
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1367-0050
EISSN: N/A
Appropriation of Resources by Bilingual Students for Self-Regulated Learning of Science
International Journal of Bilingual Education and Bilingualism, v23 n5 p567-583 2020
This study draws on the activity theory to explore how bilingual first-year secondary school students appropriate resources strategically in response to linguistic challenges in learning science through English in Hong Kong. The study explored 12 bilingual students' self-regulated strategy use by conducting in-depth interviews, stimulated recalls, observation and analysis of learning materials. Through analyzing these data, we examined how and why they appropriated and used resources strategically for self-regulated learning. The analysis revealed that the participants had used various artefacts (e.g. dictionary) and rules (e.g. evaluation criteria) to negotiate their respective roles (e.g. subject content learners and language learners) in situated communities of learning that consist of subject teachers, classmates, family members, private tutors and friends. Similarities and differences were found between the high achievers and the underachievers with regard to the use of resource-mediated strategies and the underlying reasons. The results inform the development of pedagogical schemes to enhance bilingual students' self-regulated strategic learning of academic subjects through English.
Descriptors: Foreign Countries, Second Language Learning, English (Second Language), Bilingual Education, Bilingual Students, Independent Study, Science Education, Secondary School Students, Learning Strategies, Dictionaries, Evaluation Methods, Communities of Practice, Reading Materials
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A