In this study, we examine how bilingual students in elementary school use their languages and what this means for their meaning-making in science. The class was multilingual with students bilingual in different minority languages and the teacher monolingual in Swedish. The analysis is based on a pragmatic approach and the theory of…

The increase in global migration and the prioritization of English as an international language have resulted in science learning environments that include students whose primary language differs from the language of instruction. This worldwide phenomenon is not limited to geographical regions but occurs where diverse populations representing…

The world over, secondary school science is viewed mainly as a practical subject. This may be one reason why effectiveness of teaching approaches in science education has often been judged on the kinds of practical activity with which teachers and students engage. In addition to practical work, language--often written (as in science texts) or oral…