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See detailReconstructing science education within the language I science relationship
Wilmes, Sara UL; Siry, Christina UL; Gomez-Fernandez, Roberto UL et al

in Tobin, Kenneth; Bryan, Lynn (Eds.) 13 Questions: Reframing Education's Conversation: Science (2018)

Our research is embedded in the multilingual national context of Luxembourg, a small diverse country in Western Europe, and as such our research participants are culturally and linguistically diverse (CLD ... [more ▼]

Our research is embedded in the multilingual national context of Luxembourg, a small diverse country in Western Europe, and as such our research participants are culturally and linguistically diverse (CLD). Luxembourg’s public schools reflect the diversity of the country, with 44% of students identifying as a nationality other than Luxembourgish, and 55% speaking a first language other than Luxembourgish (Ministère de l’éducation nationale, de l’Enfance et de la Jeunesse [MENJE], 2015). Certainly, students draw on a wide variety of resources as they make meaning in science, and a key resource in this process of meaning making is language, which serves to mediate learning as well as position participants in the learning process. However, for students with proficiencies in languages other than the ones used for instruction in schools (such as the students we work with), the nuances of how language(s) can serve as resource(s) for learning are crucial for researchers and teachers to consider and understand. Science, language, and learning are interwoven, connected, and we believe, inseparable, to the processes of science education. In this chapter we use a critical lens to deconstruct the use of language(s) in science education as we address the overarching question posted by the title of this section, “In what ways does language affect (and is affected by) the science educational process?” Throughout this process of deconstruction, we address several critical questions that arise from our research and lived experiences connected to Reconstructing Science Education within the Language | Science Relationship Reflections from Multilingual Contexts sara e. d. wilmes, christina siry, roberto gómez fernández, and anna maria gorges c h a p t e r n i n e t e e n 254 | sara e. d. wilmes et al. the relationship between science education and language. Specifically, we address the following interrelated questions: • Who decides which languages are used in classrooms? • How can we create classroom spaces that value diverse student resources? • What is the relationship between language used in science education, power, and agency? [less ▲]

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See detailUnderscoring the value of video analysis in multilingual and multicultural classroom contexts
Wilmes, Sara UL; Gomez-Fernandez, Roberto UL; Gorges, Anna UL et al

in Video Journal of Education and Pedagogy (2018), 3(4),

This article presents multiple episodes drawing from three distinct research projects conducted in multilingual classrooms in Luxembourg, to underscore the value of video analysis in culturally and ... [more ▼]

This article presents multiple episodes drawing from three distinct research projects conducted in multilingual classrooms in Luxembourg, to underscore the value of video analysis in culturally and linguistically diverse classroom contexts. We show how video analysis that valorizes the non-verbal in interaction has the ability to reveal communicative resources often masked by analysis rooted in the verbal. From the examples presented, that span teacher and student interactions in both elementary and secondary classrooms, we make a methodological argument based on analytical approaches utilized in all three research projects to demonstrate how we have come to an expanded notion of voice in our research that is revealed through multimodal video analysis. Specific analytical approaches that illuminate the embodied and multimodal aspects of voice are discussed. We conclude by underscoring the benefits of embodied and multimodal approaches to video analysis for research with all students, but most importantly for students often marginalized through analytical approaches that prioritize the verbal. Finally, we discuss the implications of video research that works to highlight resource-rich views of teaching and learning across learning contexts. [less ▲]

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See detail“Ils ne cherchent pas à apprendre le français”: NAMS and multilingual primary schools in France and Luxembourg
Gomez-Fernandez, Roberto UL

in Carnets d'Atelier de Sociolinguistique (2016), (11),

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See detailMultilingüismo en las aulas: procedimientos de inclusión y de exclusión
Gomez-Fernandez, Roberto UL

Presentation (2015, August 26)

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See detailDeveloping Languages through the app iTEO
Gomez-Fernandez, Roberto UL

Speeches/Talks (2015)

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See detailEn una clase de la escuela pública luxemburguesa: El uso de lenguas no oficiales
Gomez-Fernandez, Roberto UL

in En una clase de la escuela pública luxemburguesa: El uso de lenguas no oficiales (2015)

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See detailEstrategias comunes para el análisis de datos cualitativos
Gomez-Fernandez, Roberto UL

Scientific Conference (2015)

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See detailDeveloping Languages in a Multilingual Context
Gomez-Fernandez, Roberto UL

Scientific Conference (2015)

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See detailA case study of a Brazilian newcomer in a Luxembourgish school: understanding the role of Legitimate Peripheral Participation in identity development
Gomez-Fernandez, Roberto UL

in Sociolinguistic Studies = Estudios de Sociolingüística (2014), 8(2), 293-313

The aim of this paper is to better comprehend the learning processes contributing to the identity development of a 7-year-old Portuguese-speaking newcomer in a multilingual primary school. Portuguese ... [more ▼]

The aim of this paper is to better comprehend the learning processes contributing to the identity development of a 7-year-old Portuguese-speaking newcomer in a multilingual primary school. Portuguese-speaking students constitute one of the ethnic and linguistic communities most affected by academic failure in Luxembourg. Furthermore, Newly Arrived Migrant Students (NAMS), as defined by the European Commission (2013), constitute a special-needs, understudied and ever-growing group in European schools today. Drawing on the Community of Practice framework applied to educational contexts (Morton, 2012), this research is a sociolinguistic ethnography focusing on educational resources. With an innovative application of Legitimate Peripheral Participation (LPP) and educational resources (linguistic, curricular, cultural), this paper contributes to current research on NAMS in multilingual schools. The results drawn to our attention not only the importance of the roles of both the teacher and classmates on the newcomer’s identity development and learning, but also the predisposition of the newcomer to participate and evolve in the new community of learners. [less ▲]

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