Wilmes Sara E D, Siry Christina
Institute of Applied Educational Sciences University of Luxembourg Esch-sur-Alzette Luxembourg.
Sci Educ. 2018 Sep;102(5):1107-1128. doi: 10.1002/sce.21462. Epub 2018 Jul 13.
Language learners participating in inquiry-based science instruction are often faced with the challenge of interacting in a language they have not yet mastered. With this challenge at the fore, this study uses interaction ritual theory to examine a plurilingual student's participation in inquiry-based science. Interaction ritual analysis of the focal student's interactions with peers during small-group science investigations at the microlevel (tenths of a second) and in real-time revealed that positive interaction rituals failed to form at first. Over a period of 6 months, his persistent use of nonverbal and verbal participation strategies, and opportunities to engage diverse communicative resources, resulted in higher levels of synchrony with his classmates and successful interactions in the language of instruction. The findings present novel information about the nuances of the silent, embodied participation of language learners in inquiry-oriented instruction. Further, the findings elaborate the claim that inquiry-based science pedagogies created space for students to form successful interaction rituals that, in turn, supported the focal student's science engagement and language development.
参与基于探究的科学教学的语言学习者常常面临着用他们尚未掌握的语言进行互动的挑战。鉴于这一挑战十分突出，本研究运用互动仪式理论来考察一名多语言学生参与基于探究的科学教学的情况。对该重点学生在小组科学探究过程中与同伴在微观层面（十分之一秒）及实时互动的仪式分析表明，起初未能形成积极的互动仪式。在6个月的时间里，他持续运用非语言和语言参与策略，以及使用各种交流资源的机会，使他与同学们的同步程度更高，并能用教学语言成功互动。这些研究结果提供了有关语言学习者在以探究为导向的教学中无声的、身体参与的细微差别方面的新信息。此外，研究结果还详细阐述了这样一种观点，即基于探究的科学教学法为学生创造了形成成功互动仪式的空间，而这些互动仪式反过来又支持了重点学生的科学参与和语言发展。
