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ERIC Number: EJ879863
Record Type: Journal
Publication Date: 2010-Mar
Pages: 19
Abstractor: As Provided
Reference Count: 23
ISSN: ISSN-0950-0782
Classroom Response System-Mediated Science Learning with English Language Learners
Langman, Juliet; Fies, Carmen
Language and Education, v24 n2 p81-99 Mar 2010
We report on a case study examining the effects of a technology adaptation on patterns of discourse in a sheltered English high school science unit on electricity. The focus here is on how the tool, a classroom response system (CRS), affected access to and participation in classroom discourse with regard to developing science literacy among English language learners (ELLs), in particular Spanish speakers. Results indicate that, with appropriate pedagogies, CRS integration can provide learners with additional opportunities to become active participants and agents in their own learning by supporting teachers in reshaping their discourse patterns. We highlight how the CRS led to greater engagement by supporting a shift in the rhythm and participation structures of discourse. Implications for use in classroom settings by teachers with a range of expertise in instructional technology are provided. (Contains 3 tables, 1 figure and 7 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A