Reference : Interaction rituals and inquiry-based science instruction: Analysis of student partic...

	Document type :	Scientific journals : Article
	Discipline(s) :	Social & behavioral sciences, psychology : Education & instruction
	Focus Areas :	Educational Sciences
	To cite this reference:	http://hdl.handle.net/10993/36332

Title :	Interaction rituals and inquiry-based science instruction: Analysis of student participation in small-group investigations in a multilingual classroom
Language :	English
Author, co-author :	Wilmes, Sara [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	Siry, Christina [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Publication date :	Jul-2018
Journal title :	Science Education
Publisher :	John Wiley & Sons, Inc
Peer reviewed :	Yes (verified by ORBilu)
Audience :	International
ISSN :	0036-8326
e-ISSN :	1098-237X
Keywords :	[en] Interaction rituals ; multilingual ; primary science education
Abstract :	[en] 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.
Funders :	Fonds National de la Recherche - FnR
Target :	Researchers ; Others
Permalink :	http://hdl.handle.net/10993/36332
DOI :	10.1002/sce.21462
Other URL :	https://onlinelibrary.wiley.com/doi/abs/10.1002/sce.21462
FnR project :	FnR ; FNR4832121 > Sara Wilmes-Dombkowski > ACQUIRE > Analyzing Changes in Student Questions Following the Switch to Inquiry-Based Science Education > 15/08/2013 > 14/08/2017 > 2012

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