EdLingdagen 2021 - symposium om ämnesspråk
Den 21 september 2021 anordnas ett symposium på temat Ämnesspråk. Gästföreläsare är professor Susanne Prediger, TU Dortmund University och professor Zhihui Fang, University of Florida.
Program
8.30–9.00 - Mingel och kaffe
9.00–9.05 - Välkommen: Ewa Bergh Nestlog, Marie Källkvist, Sergej Ivanov
9.05–9.25 - Ewa Bergh Nestlog och Kristina Daniellson - Introduktion till ämnesspråk
09.30–10.45 - Gästföreläsare professor Susanne Prediger, Dortmund University -Enhancing language as a catalyst for developing mathematics understanding
10.45–11.00 - Paus
11.00–12.00 - EdLings medlemmar presenterar sina projekt om ämnesspråk m.m.
12.00–13.15 - Lunch
13.15–14.00 - EdLings medlemmar presenterar sina projekt
14.15–16.00 - Gästföreläsare professor Zhihui Fang, University of Florida - Teaching literacy in Science: Recontextualizing SSGP in the discipline
16.00–16.15 - Fika
16.15–16.45 - Diskussion och summering av dagen (Ej tillgänglig via Zoom)
Sammandrag
Susanne Prediger, TU Dortmund University
www.mathematik.tu-dortmund.de/~prediger
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.