THE SciPol: LUX PROJECT AND THE TEACHING / LEARNING OF SCIENCE IN PRE-SCHOOL AND PRIMARY SCHOOLS IN LUXEMBOURG: THE CASE OF THE CULTURALLY AND LINGUISTICALLY DIVERSE STUDENTS
DOI:
https://doi.org/10.31692/2595-2498.v1i01.24Palavras-chave:
primary science education, CLD students, translanguaging, plurilingual studentsResumo
This article presents three different cases of teaching and learning of science in a multi-lingual/cultural country (children from 5 to 9 years old). The three cases correspond to three areas of the science curriculum: our community, environmental protection and geology. In all three cases we made different but interrelated discoveries with special regard to Culturally and Linguistically Diverse (CLD) students, those who are more vulnerable concerning the learning of science at school. The first case showed how the translanguaging practices of CLD students assisted them in meaning making in a science lesson taught in Portuguese. The second case highlights the sudden and positive change in participation when a CLD student engages in hands-on science task, and the third case explores the development of another CLD student’s participation during inquiry oriented science activities and examines the use of science notebooks as safe spaces. Taking these three cases together, this paper concludes that more “safe spaces”, referring to the inclusion of languages and cultures of the students and inquiry driven science activities have numerous positive outcomes for CLD students in the primary science classroom.
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Copyright (c) 2018 Roberto Gómez Fernández, Christina Siry (Autor)
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
