Third-grade ELLs recruit familiar everyday language, including onomatopoeic labels, to talk productively about the sounds produced by strings¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Students in a beginner/intermediate SEIP classroom used familiar, everyday words and invented onomatopoeic labels to describe and reason about differences in the sounds of plucked strings. → Suarez 2008

Evidence¶

Suarez 2008¶

Suarez, E. and Otero, V. (2008). 3rd grade English language learners making sense of sound. https://www.eric.ed.gov

q2 · i? · qualitative · r2

Qualitative discourse analysis of one videotaped discussion in a third-grade SEIP Sound unit, with nine first languages spoken. The authors report that "students recruited familiar language" and that this language "was taken up by the class" during negotiations about pitch mechanisms. No effect sizes are reported.

"We found that students recruited familiar language for talking about the different sounds they heard. Some of this everyday language was taken up by the class and played an important role in students' negotiations about the mechanisms that drive differences in pitch."

Discussion¶

Learner Variables¶

• English-Learner Status — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Everyday and invented terminology became formalized through classroom discussion, establishing a shared protocol for referring to strings — related
• ELLs attempted academic terminology from prior lessons, with experience mediating their connection to the concept of vibration — related
• Inquiry-based physics discussion supported peer co-construction of mechanistic explanations, distributing authority of knowledge and language among students — related