O PROJETO SciPol: LUX E O ENSINO / APRENDIZAGEM DA CIÊNCIA NAS ESCOLAS PRÉ-ESCOLARES E PRIMÁRIAS NO LUXEMBURGO: O CASO DOS ESTUDANTES CULTURAL E LINGUISTICAMENTE DIVERSOS
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:
SciPol :Lux, Science, CLD students, Luxembourg, MultilingualismResumo
This article presents three different cases of teaching and learning of Sciences in a multi-lingual/cultural classroom and country, representing children from 5 to 9 years old. The three cases correspond to three areas of the science curriculum: our neighbourhood, environmental protection and geology / soil. 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 Sciences at school. The first case showed the not always allowed translanguaging practices of CLD students in a sciences in Portuguese lesson, which assisted them for meaning making. The second the sudden and positive change in participation when a CLD student in confronted to a hands-on science task and the trials to open up a rather close task science activity. And the third, the also positive participation development of another CLD student parallel to the implementation of inquiry oriented science activities and the use of science notebooks as safe spaces. The present study concludes that more safe spaces, inclusion of languages & cultures of the students and hands-on, inquiry driven and open exploration science activities are extremely positive for CLD students in the science classroom
Referências
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EUROPEAN COMMISSION. Europeans and their Languages. European Commission. 2006
FAULSTICH ORELLANA, M. Immigrant Children in Transcultural Spaces: Language Learning, and Love. New York, NY: Routledge, 2016.
FEHLEN, F. Réformer l’enseignement des langues: A propos de la nouvelle politique linguistique du Ministère de l’Education Nationale. STADE Laboratoire d’Études Sociologiques et Politiques (Université du Luxembourg). Luxembourg. 2006
FREIRE, P. Pedagogy of the oppressed. New York: Herder and Herder, 1970. ISBN 0816491321 9780816491322.
FULTON, L. Science Notebooks as Learning Tools. Lessons from a multi-year professional study group o er insights on getting the most out of science notebooks. Science & Children, p. 80-85, February 2017.
GARCÍA, O. Emergent Bilinguals and TESOL: What's in a Name? TESOL Quarterly, v. 43, n. 2, p. 322-326, 2009.
GARCÍA, O.; KLEYN, T., Eds. Translanguaging in the Science Classroom. New York: Routledge. 2016.
GOFFMAN, E. The presentation of self in everyday life. New York: Doubleday, 1959.
GOFFMAN, E. Forms of talk. Philadelphia: University of Philadelphia Press, 1981.
GÓMEZ FERNÁNDEZ, R. El trilingüismo idealizado y el uso de lenguas no oficiales en la escuela luxemburguesa. Lengua y Migración, v. 7, n. 2, p. 75-108, 2015. ISSN 1889-5425.
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HAMMERSLEY, M.; ATKINSON, D. Ethnography: Principles in practice. London: Tavistock, 1983.
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KLENTSCHY, M. P. What Is a Science Notebook? In: (Ed.). Using Science Notebooks in Elementary Classrooms. Portsmouth, NH: National Science Teachers Association, 2008. chap. 2, p.7-14. ISBN 9781933531038.
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LÉVI-STRAUSS, C. The savage mind Second edition. Chicago: University of Chicago Press, 1966.
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MARCARELLI, K. Teaching Science with Interactive Notebooks. Thousand Oaks, CA: Corwin, 2010.
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______. Les chiffres clés de l’éducation nationale: Statistiques et indicateurs 2014/2015. Le Gouvernement du Grand-Duché de Luxembourg, MENJE,. Luxembourg. 2016
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______. PISA 2015 Results (Volume I): Excellence and Equity in Education. Paris: OECD Publishing, 2016. Available at: <http://dx.doi.org/10.1787/9789264266490-en >.
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PÉPORTÉ, P. et al. Inventing Luxembourg: Representations of the Past, Space and Language from the Nineteenth to the Twenty-First Century. Leiden/Boston: Brill, 2010.
POZA, L. E. The language of ciencia: translanguaging and learning in a bilingual science classroom. International Journal of Bilingual Education and Bilingualism, p. 1-19, 2016. ISSN 1367-0050. Available at: < http://dx.doi.org/10.1080/13670050.2015.1125849 >.
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SEMBIANTE, S. Translanguaging and the multilingual turn: epistemological reconceptualization in the fields of language and implications for reframing language in curriculum studies. Curriculum Inquiry, v. 46, n. 1, p. 45-61, 2016/01/01 2016. ISSN 0362-6784. Available at: < http://dx.doi.org/10.1080/03626784.2015.1133221 >.
SEWELL, W. H. A Theory of Structure: Duality, Agency, and Transformation. American Journal of Sociology, v. 98, n. 1, p. 1-29, 1992.
SIRY, C. Towards multidimensional approaches to early childhood science education. Cultural Studies of Science Education, v. 9, n. 2, p. 297-304, 2014/06/01 2012. ISSN 1871-1502. Available at: < http://dx.doi.org/10.1007/s11422-012-9445-8 >.
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WEI, L. Multilinguality, Multimodality, and Multicompetence: Code- and Modeswitching by Minority Ethnic Children in Complementary Schools. The Modern Language Journal, v. 95, n. 3, p. 370-384, 2011. ISSN 00267902.
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CARSPECKEN, P. Critical ethnography in educational research: A theoretical and practical guide. New York: Routledge, 1996.
COMMISION, E. Council Directive of 25 July 1977 on the education of the children of migrant workers. Brussels: Official Journal of the European Communities: 32-33 p. 1977.
CURIEL FERNÁNDEZ, M. D. P.; GÓMEZ FERNÁNDEZ, R. Aplicación y repercusiones de políticas lingüísticas en contextos multilingües y multiculturales: Adolescentes luso-hablantes en Luxemburgo. Interlingüística, v. 21, p. 127-136, 2010. ISSN 1134-8941.
DENZIN, N. K. The Research Act in Sociology. Chicago: Aldine, 1970.
ERICKSON, F. Transformation and School Success: The Politics and Culture of Educational Achievement. Anthropology & Education Quarterly, v. 18, n. 4 Explaining the School Performance of Minority Students (Dec., 1987), p. 335-356, 1987.
EUROPEAN COMMISSION. Europeans and their Languages. European Commission. 2006
FAULSTICH ORELLANA, M. Immigrant Children in Transcultural Spaces: Language Learning, and Love. New York, NY: Routledge, 2016.
FEHLEN, F. Réformer l’enseignement des langues: A propos de la nouvelle politique linguistique du Ministère de l’Education Nationale. STADE Laboratoire d’Études Sociologiques et Politiques (Université du Luxembourg). Luxembourg. 2006
FREIRE, P. Pedagogy of the oppressed. New York: Herder and Herder, 1970. ISBN 0816491321 9780816491322.
FULTON, L. Science Notebooks as Learning Tools. Lessons from a multi-year professional study group o er insights on getting the most out of science notebooks. Science & Children, p. 80-85, February 2017.
GARCÍA, O. Emergent Bilinguals and TESOL: What's in a Name? TESOL Quarterly, v. 43, n. 2, p. 322-326, 2009.
GARCÍA, O.; KLEYN, T., Eds. Translanguaging in the Science Classroom. New York: Routledge. 2016.
GOFFMAN, E. The presentation of self in everyday life. New York: Doubleday, 1959.
GOFFMAN, E. Forms of talk. Philadelphia: University of Philadelphia Press, 1981.
GÓMEZ FERNÁNDEZ, R. El trilingüismo idealizado y el uso de lenguas no oficiales en la escuela luxemburguesa. Lengua y Migración, v. 7, n. 2, p. 75-108, 2015. ISSN 1889-5425.
GUBA, E. G.; LINCOLN, Y. S. Paradigms and Perspectives in Contention. Paradigmatic controversies, contradictions, and emerging confluences. In: DENZIN, N. K. e LINCOLN, Y. S. (Ed.). The Sage Handbook of Qualitative Research. . Third Edition. Thousand Oaks / London / New Delhi: SAGE Publications, 2005. chap. 8, p.183-215.
HAMMERSLEY, M.; ATKINSON, D. Ethnography: Principles in practice. London: Tavistock, 1983.
HELLER, M. Doing Ethnography. In: WEI, L. e MOYER, M. G. (Ed.). The Blackwell Guide to Research Methods in Bilingualism and Multilingualism. Singapore: Blackwell Publishing, 2008. chap. 14, p.249-262. ISBN 978-1-4051-2607-6.
HOLLAND, D. et al. Identity and Agency in Cultural Worlds. Cambridge, MA: Harvard University Press, 1998.
HOLLEY, L.; STEINER, C. Safe space: Student perspectives on classroom environment. Journal of Social Work Education, v. 41, n. 1, p. 49-64, 2005.
HORNER, K.; WEBER, J. J. The Language Situation in Luxembourg. Current Issues in Language Planning, v. 9, n. 1, p. 69-128, 2008. ISSN 1466-4208. 1747-7506.
KINCHELOE, J. L. Describing the Bricolage: Conceptualizing a New Rigor in Qualitative Research. Qualitative Inquiry, v. 7, n. 6, p. 679-692, 2001. Available at: < http://journals.sagepub.com/doi/abs/10.1177/107780040100700601 >.
KLENTSCHY, M. P. What Is a Science Notebook? In: (Ed.). Using Science Notebooks in Elementary Classrooms. Portsmouth, NH: National Science Teachers Association, 2008. chap. 2, p.7-14. ISBN 9781933531038.
LE GOUVERNEMENT DU GRAND-DUCHÉ DE LUXEMBOURG. Loi du 24 février 1984 sur le régime des langues. RÉGLEMENTATION. Luxembourg: Memorial: Journal Officiel du Grand-Duché de Luxembourg 1984.
LÉVI-STRAUSS, C. The savage mind Second edition. Chicago: University of Chicago Press, 1966.
LYTRA, V. Playful talk, play frames and identity work. An ethnographically informed sociolinguistic approach. In: (Ed.). Play frames and social identities: contact encounters in a Greek primary school. Amsterdam / Philadelphia: John Benjamins B.V., 2007. chap. 1, p.13-37.
MACSWAN, J. A Multilingual Perspective on Translanguaging. American Educational Research Journal, v. 54, n. 1, p. 167-201, 2017. ISSN 0002-8312
1935-1011.
MAKONI, S.; PENNYCOOK, A. Disinventing and Reconstituting Languages. In: MAKONI, S. e PENNYCOOK, A. (Ed.). Disinventing and Reconstituting Languages. Clevedon: Multilingual Matters, 2007. chap. 1, p.1-41.
MARCARELLI, K. Teaching Science with Interactive Notebooks. Thousand Oaks, CA: Corwin, 2010.
MENJE. Plan d'etudes: École fondamentale. MENJE. Luxembourg. 2011
______. Les chiffres clés de l’éducation nationale: Statistiques et indicateurs 2014/2015. Le Gouvernement du Grand-Duché de Luxembourg, MENJE,. Luxembourg. 2016
MENJE; COUNCIL OF EUROPE. Profil de la politique linguistique éducative: Grand-Duché de Luxembourg. Conseil de l’Europe – Division des Politiques linguistiques / Ministère de l'Education nationale et de la formation professionnelle (MENFP). Strasbourg/ Luxembourg. 2006
MENJE; UNIVERSITY OF LUXEMBOURG. PISA 2015: Rapport National Luxembourg. Luxembourg. 2016
MILES, M.; HUBERMAN, A. M. Drawing and Verifying Conclusions. In: (Ed.). Qualitative Data Analysis: A Methods Sourcebook. 3. London: SAGE, 2014. chap. 11,
OECD. PISA 2012 Results: Excellence through Equity (Volume II). OECD Publishing, 2013. Available at: <http://dx.doi.org/10.1787/9789264201132-en>
______. PISA 2015 Results (Volume I): Excellence and Equity in Education. Paris: OECD Publishing, 2016. Available at: <http://dx.doi.org/10.1787/9789264266490-en >.
OTHEGUY, R.; GARCÍA, O.; REID, W. Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, v. 6, n. 3, p. 281-307, 2015. ISSN 1868-6303. 1868-6311.
PÉPORTÉ, P. et al. Inventing Luxembourg: Representations of the Past, Space and Language from the Nineteenth to the Twenty-First Century. Leiden/Boston: Brill, 2010.
POZA, L. E. The language of ciencia: translanguaging and learning in a bilingual science classroom. International Journal of Bilingual Education and Bilingualism, p. 1-19, 2016. ISSN 1367-0050. Available at: < http://dx.doi.org/10.1080/13670050.2015.1125849 >.
RODRIGUEZ, A. J. Managing institutional and sociocultural challenges through sociotransformative constructivism: A longitudinal case study of a high school science teacher. Journal of Research in Science Teaching, v. 52, n. 4, p. 448-460, 2015. ISSN 00224308. Available at: < http://dx.doi.org/10.1002/tea.21207 >.
SEMBIANTE, S. Translanguaging and the multilingual turn: epistemological reconceptualization in the fields of language and implications for reframing language in curriculum studies. Curriculum Inquiry, v. 46, n. 1, p. 45-61, 2016/01/01 2016. ISSN 0362-6784. Available at: < http://dx.doi.org/10.1080/03626784.2015.1133221 >.
SEWELL, W. H. A Theory of Structure: Duality, Agency, and Transformation. American Journal of Sociology, v. 98, n. 1, p. 1-29, 1992.
SIRY, C. Towards multidimensional approaches to early childhood science education. Cultural Studies of Science Education, v. 9, n. 2, p. 297-304, 2014/06/01 2012. ISSN 1871-1502. Available at: < http://dx.doi.org/10.1007/s11422-012-9445-8 >.
STATEC. Luxembourg in Figures. 2016. Luxembourg.
WEBER, J. J. Chapter 9: Luxembourg. In: (Ed.). Flexible Multilingual Education: Putting Children’s Needs First. Bristol, UK: Multilingual Matters, 2014. chap. 9, p.142-159.
WEI, L. Multilinguality, Multimodality, and Multicompetence: Code- and Modeswitching by Minority Ethnic Children in Complementary Schools. The Modern Language Journal, v. 95, n. 3, p. 370-384, 2011. ISSN 00267902.
WILMES, S. E. D. et al. Reconstructing Science Education within the Language | Science Relationship: Reflections from Multilingual Contexts. In: BRYAN, L. A. e TOBIN, K. (Ed.). 13 Questions. Reframing Education's Conversation: Science. New York: Peter Lang, v.442, 2018. p.251-266. (Studies in Criticality).
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O PROJETO SciPol: LUX E O ENSINO / APRENDIZAGEM DA CIÊNCIA NAS ESCOLAS PRÉ-ESCOLARES E PRIMÁRIAS NO LUXEMBURGO: O CASO DOS ESTUDANTES CULTURAL E LINGUISTICAMENTE DIVERSOS: 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. (2018). INTERNATIONAL JOURNAL EDUCATION AND TEACHING (PDVL) ISSN 2595-2498, 1(1), 70-90. https://doi.org/10.31692/2595-2498.v1i01.24
