Abstract
This chapter presents research conducted in early childhood classrooms in Luxembourg, a European country with a complex multilingual situation. A multi-layered corpus of classroom interactions, consisting of photos, video and audio recordings, was collected over a period of 12 months and then partially transcribed and annotated. Drawing from this corpus, this study sheds light on discourse practices of 4–8-year-old children and examines the co-construction of the children’s growing understandings of science in open collaborative inquiries. Arguing from a context-sensitive perspective, our research shows the learning of science as an interactional achievement in situ.
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Notes
- 1.
Transcription conventions follow the GAT system. Translations are provided in English line by line. All excerpts are available as original recordings via http://dica-lab.org/research/data/
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Max, C., Ziegler, G., Kracheel, M. (2013). Tracing Science in the Early Childhood Classroom: The Historicity of Multi-resourced Discourse Practices in Multilingual Interaction. In: Mansour, N., Wegerif, R. (eds) Science Education for Diversity. Cultural Studies of Science Education, vol 8. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4563-6_7
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