Multimodal meaning making and assessment in linguistically diverse science classrooms

This project aims to generate knowledge about how science classroom practices can be designed to support emergent multilingual students’ possibilities to make meaning and show their content knowledge.

This is done by designing multimodal classroom practices in grade 4-6 linguistically diverse science classrooms in collaboration with teachers.

In the design, apart from a variety of modes, the students’ various languages will be valued as resources for meaning-making, in particular when creating representations as thinking tools. Thereto, a framework for assessing students´ multimodal science work will be developed.

The project builds on social semiotics theory combined with the designs for learning methodology which will be utilised for designing and analysing classroom activities.

Data consists of video and audio recordings from classroom interaction, interviews with teachers and students, and photographs of representations used and produced by students and teachers.

Data will be analyzed multimodally through the learning design sequence model and systemic functional linguistics, highlighting what content is represented and through what resources (speech, writing, gestures, images, etc.). Based on this analysis the assessment framework is developed.

The project contributes with important knowledge to research in science education regarding emergent multilingual students’ meaning making processes and how their multimodal representations can be assessed.