EdLingdagen 2021 - symposium on Disciplinary literacy

On September 21, 2021, a symposium on Disciplinary literacy is held. Invited speakers are professor Susanne Prediger, TU Dortmund University and professor Zhihui Fang, University of Florida.

Program

8.30–9.00 - Mingling and coffee

9.00–9.05 - Welcome address: Ewa Bergh Nestlog, Marie Källkvist, Sergej Ivanov

9.05–9.25 -Ewa Bergh Nestlog and Kristina Daniellson - Introduktion till ämnesspråk

09.30–10.45 - Invited speaker professor Susanne Prediger, TU Dortmund University - Enhancing language as a catalyst for developing mathematics understanding

10.45–11.00 - Break

11.00–12.00 - EdLings members present their ongoing work about disciplinary literacy (in Swedish)

12.00–13.15 - Lunch

13.15–14.00 - EdLings members present their ongoing work (in Swedish)

14.15–16.00 - Invited speaker professor Zhihui Fang, University of Florida - Teaching literacy in Science: Recontextualizing SSGP in the discipline

16.00–16.15 - Coffee break

16.15–16.45 - Discussion and summary of the day (Not available via Zoom)

 

Invited speakers

Susanne Prediger, TU Dortmund University

Enhancing language as a catalyst for developing mathematics understanding

Language proficiency has been shown to impact mathematics learning, in particular for students with low academic language proficiency. Our research can show that much more students can acquire robust understanding for secondary mathematics concepts (such as fractions, percentages or the derivative) with a language-responsive instructional approach that enhances exactly the language needed for developing robust understanding. In the talk, a topic-specific design research approach is presented that can be used to specify those language demands which are most crucial on students’ pathways toward robust understanding and to design content- and language-integrated learning opportunities. The focus is on discourse practices of explaining meanings and describing mathematical structures, because being able to participate in these discourse practices is a key for exploiting conceptual learning opportunities. The language-responsive instructional approach engages students in rich discourse practices and provides learning opportunities for the relevant meaning-related language which can serve as a catalyst for the conceptual learning. For the developed instructional approaches with the specified topic-specific language to be learnt, two large intervention studies proved the effectiveness in quasi-experimental controlled trials. Looking back to twelve intense years of research, one major goal of the talk is to explicate the successively generated local theory underlying the topic-specific realizations of the instructional approaches. The theory explains why enhancing language can be a catalyst for developing robust understanding, what language demands to focus and guides the process how to design of substantial mathematical learning opportunities.

 

Zhihui Fang, University of Florida

https://education.ufl.edu/faculty/fang-zhihui/

Teaching literacy in Science: Recontextualizing SSGP in the discipline

Literacy is central to both the conception of science and the social practices of scientists. This presentation describes how Sydney School Genre Pedagogy, or SSGP (Rose & Martin 2012), was recontextualized to support language learning, literacy development, and knowledge building in a U.S. middle school science curriculum unit aimed at promoting students’ understanding about the Nature of Science.