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In particular, paradigms may be defined as cross-cutting organisations that allow interconnections between competing perspectives of enunciation Fontanille Indeed, today we can think of textual manifestation as the epiphenomenon compared to the previous programming of discursive parallel solutions locally, one could always supersede the others.

The paradigm does not only have a role in the systematic organisation of languages; it is also proving to be capable of orchestrating semantic effects textually. Rather than strictly observing the question of units delimited by paradigms, today we feel the need to study competitive paradigmatic management arrangements; indeed, they are shared between linguistic attractors who protect reservoirs of general forms, and discursive attractors who seek to impose a rather local textual organisation.

Alongside the instance of enunciation which support selections and combinations, there would be interpenetration between realized discourse and linguistic development environments 4 systems, norms and reference corpora. What are the historical conditions for identifying a paradigmatic classification? How can a language be distinguished from other competing semiotic organisations, based on its internal paradigms?

What are the tactical discursive forms of exploitation of the linguistic paradigmatic potentialities? Does paradigmatic organisation compete with syntax coordination as regard to discursive semantic effects? Can paradigms guarantee a prior mapping of speech, capable of qualifying enunciative choices? Can the paradigm participate in the structural and categorical architecture of language, or is it the first apprehension of a semiotic development environment, where the living activity of assimilation and dissimilation can be found, which ultimately unifies linguistic system and discourse?

For example, according to the theory of M. This shows that its modelling scope was acknowledged not only as a taxemic homogeneity, compared to the heterogeneity of assembled lexemes, but also as a heterogeneity of forms in the declination of the same word. The productive reversibility of traditional operations of assimilation and dissimilation shows that, the paradigm remains a mereological principle, namely, an engine of integrations and scores.

What we saw as a competition between classification and the paradigmatic space may ultimately find a balance in the dialectic between the intensive differentiation of categorical forms, and the extensive tension of their integration.

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The cultural form, which is part of each language, is ultimately a distinctive grain and flexible compatibility imposed on collective representations. Halliday , M. Hjelmslev, Louis , Prolegomena to a Theory of Language ed. Whitfield , Madison, University of Wisconsin Press, Jakobson, Roman , "Linguistics and Poetics", in T.

Sebeok ed. Press, , pp. Gale Seiler and Hildah Kwamboka invite us to look into classrooms as cultural spaces. They see science and language integration from a neoindigenous perspective, where issues that are usually avoided in our common discussions about science come to salience. Particularly, the idea of science—and language—as part of a colonizing effort is discussed in a refreshing and necessary way for the field. Using a self-study methodology based on practitioner research, the authors engage in a reflective process about their practice that is richly informed by a de-colonizing perspective on science and schooling.

This work can provide a different perspective on how we report research and of inquiry issues around language in science, since the contextual nature of some of the linguistic experiences students have in schools might be explained beyond the scope of our science teachings. What should we do with our understandings of science education when perspectives about its role in colonizing—e. These are some of the questions that arise from reading this work focused on the voice and journey of a Biology in-service teacher.

Their work represents an example of the complexities inherent in studying classroom interactions between student and teachers and managing the data drawn from practice in analyzes that could favour the development of new knowledge. The final group of four papers shifts to focus on teacher education. : The language of science (intertext) () : : Books

Helping to prepare beginning teachers in teacher education programs to use language in science education, in ways including explanation and teaching in context, is an area in which there remains much research work to be done, and we hope that this Special Issue contributes to the knowledge base and to opening up questions and sharing methods for further inquiry. In their work, they acknowledge the complexities inherent in changing a practice and contextualizing science instruction. However, they also point to the benefits for all students in thinking about the context in science instruction, linking contextualizing science activity to language acquisition and science learning.

This approach has particular benefits for those who are learning in a language different from their home language. This work presents an orientative schema to support practitioners to frame, adapt and apply authentic scientific practices in the classroom, with valuable reflections from the practice of two science teachers about emergent decisions taken into the classroom to promote language and science learning. Valeria Cabello, Costanza Real and Maria Antonietta Impedovo write about the conceptual explanations developed and delivered by science teacher education students.

Explanations did not seem to address the nature of knowledge or the nature of science, or to reflect the dynamic and contested nature of scientific knowledge. This paper considers the implications for teacher education and for developing beginning science teachers as professionals in relation to explanations, and shares recommendations for future research and for teacher education programs. The authors found that the development of the discursive elements of the professional activity of explaining could be taught using workshops; however, the content-knowledge elements were more difficult to develop.

Thus, simply having deeper content knowledge was necessary but not sufficient to allow high-quality explanations to be developed. The authors advocate for a recursive process of developing, delivering, reflecting on and making quality judgements about explanations, on multiple occasions throughout a teacher education program as an approach for developing professional knowledge and skill in this area. Carol Joglar and Sandra Rojas-Rojas continue the focus on teacher education, but shift gears to questioning in science. They conducted a three-phase teacher reflection workshop, including meetings, video, classroom teaching sessions and reflective conversations, with teachers from a range of science subject areas.

Intriguingly, they found that, while the obstacles to being able to deliver high-quality questions identified by the participants early in the cycle were focused on procedural elements, as the reflection workshop proceeded their concerns shifted to more epistemological issues. Participating teachers increasingly developed the ability to critically analyze the issues with their questions and to develop strategies to overcome the obstacles they identified to improve their questioning practices. The issues of science and language in science classrooms are not new in science education research e.

We strongly believe that a mix of theory and practice-guided research is possible and desirable in order to construct new knowledge from practice and nurture learning trajectories of practitioners in science education. Skip to main content Skip to sections. Advertisement Hide. Download PDF. Article First Online: 04 June Ashwin, P.

How often are theories developed through empirical research into higher education? Studies in Higher Education, 37 8 , — CrossRef Google Scholar. Bruna, K. The work of language in multicultural classrooms: Talking science, writing science.

The Language of Science (Intertext)

New York, NY: Routledge. Capobianco, B. Repositioning teacher action research in science teacher education. Journal of Science Teacher Education, 21 8 , — Cochran-Smith, M. Inquiry as stance: practitioner research for the next generation. Google Scholar.

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Darian, S. Understanding the language of science. Fradd, S. Educational Researcher, 18 6 , 14— Gee, J. Language in the science classroom: academic social languages as the heart of school-based literacy. Roth Eds. Social linguistics and literacies. Trowbridge, Wiltshire: Routledge. Graff, G. The academic language gap. The Clearing House, 72 3 , — Connecting theory and practice in qualitative research. Tight Eds. England: Emerald Group Publishing Limited. Hodson, D. Teaching and learning about science: language, theories, methods, history, traditions and values.

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The Netherlands: Brill Sense. Hull, R. The language gap: how classroom dialogue fails. New York, NY: Methuen. Jarvis, P.

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The practitioner-researcher. Developing theory from practice.

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San Francisco, C. Kuipers, J. Science, culture and equity in curriculum: an ethnographic approach to the study of a highly-rated curriculum unit. Gomez Eds. Kulgemeyer, C. From professional knowledge to professional performance: the impact of CK and PCK on teaching quality in explaining situations.