A Case Study of Emergent Bilinguals Meaning-Making during Multimodal Science Lessons in a Bilingual Primary School
| dc.contributor.author | Williams, Melanie Nicole | |
| dc.contributor.supervisor | Kok-Sing Tang | en_US |
| dc.contributor.supervisor | Karen Murcia | en_US |
| dc.date.accessioned | 2022-07-01T04:15:07Z | |
| dc.date.available | 2022-07-01T04:15:07Z | |
| dc.date.issued | 2022 | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.11937/88823 | |
| dc.description.abstract |
The learning of science presents difficulties to bi/multilingual learners (BMLs), mostly due to the demands of scientific language. However, when viewed through a contemporary language lens the language of science is multimodal and presents alternate meaning opportunities. This study attempts to address the BML's needs by reconceptualising their issue through a contemporary theoretical lens. The aim is to investigate and describe how the use of non-linguistic resources, plays a role in BML’s meaning-making in science. | en_US |
| dc.publisher | Curtin University | en_US |
| dc.title | A Case Study of Emergent Bilinguals Meaning-Making during Multimodal Science Lessons in a Bilingual Primary School | en_US |
| dc.type | Thesis | en_US |
| dcterms.educationLevel | PhD | en_US |
| curtin.department | School of Education | en_US |
| curtin.accessStatus | Open access | en_US |
| curtin.faculty | Humanities | en_US |
| curtin.contributor.orcid | Williams, Melanie Nicole [0000-0002-0089-5057] | en_US |