Supporting science learning in linguistically diverse classrooms: Factors related to the use of bilingual content in a computer-based learning environment |
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| Affiliation: | 1. Department of Physics, Fuzhou University, Fuzhou 350116, PR China;2. Interdisciplinary Graduate School of Engineering Sciences, Kyushu University, Kasuga-koen, Kasuga-shi, Fukuoka 816–8580, Japan;1. Helmholtz Centre for Ocean Research Kiel, Germany;2. Department of Oceanography, Marine Research Institute (Ma-Re), University of Cape Town, South Africa;3. Laboratoire de Physique des Océans(UMR 6523 CNRS, Ifremer, IRD, UBO), France;4. Laboratoire d’Océanographie et du Climat: Expérimentations et Approches Numériques (UMR 7159 CNRS, UPMC, IRD, MNHN), France;5. Department of Biological Sciences, Marine Research Institute (Ma-Re), University of Cape Town, South Africa;6. Institut de Recherche pour le Développement - UMR 248 MARBEC, France;7. International Laboratory ICEMASA, Department of Oceanography, University of Cape Town, South Africa;1. Provincial Key Laboratory of Wisdom Mine Information Technology, Shandong University of Science and Technology, Qingdao 266590, PR China;2. College of Information Science and Engineering, Shandong University of Science and Technology, Qingdao 266590, PR China;3. Honors College, Northwestern Polytechnical University, Xi''an 710068, PR China |
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| Abstract: | Computer-based learning environments (CBLEs) are a promising means to support language minority (LMi) students in acquiring knowledge and skills through the integration of authentic support in their home language. This study aimed to determine the use of scientific bilingual content offered to fourth-grade students (n = 250) in the CBLE E-Validiv and to identify both student and classroom characteristics related to this use. All the content in E-Validiv is accessible in the language of instruction and one of six other languages. For LMi students, the other language is set to their home language. Multilevel hierarchical regression analyses show that especially LMi students who assess themselves as highly proficient in their home language use the content more in the other language than language majority students. However, even LMi students focus mainly on content in the language of instruction, which indicates that they particularly apply their home language to support their learning process in the language of instruction. Additionally, students who perform higher on science subjects access content more in the language of instruction. The presence of linguistic diversity in the classroom and the positive use of linguistic diversity by the teacher do not seem to matter. The theoretical and practical implications are discussed. |
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| Keywords: | Bilingual content Computer-based learning environments Elementary education Language minority students Multilevel analysis Support in home language |
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