Modelling as a Tool to Improve Second Language Learners’ Descriptions of Non-Spontaneous Chemistry Concepts

Abstract

This study investigated how modelling in chemistry affect second language learners’ descriptions of polymeric concepts. The aim was to investigate how chemistry discussions mediated by representations, contribute to second language students’ development in the language of chemistry. The study took place in three multilingual upper secondary classes. Participating students were (n=16) second language learners and (n=14) first language learners. There were in total eight different first languages represented. Data comprised of polymeric concept descriptions, audio recordings, and photos taken during modelling. The concept descriptions were analysed by an inductive content analysis which was then used for a deductive analysis of the modelling-activity. The results show that 65% of second language learners’ concept descriptions showed an increased clarity, and 45% showed increased use of chemical concepts after the modelling-activity. This study highlights how students in a multilingual context develop their language of chemistry by discussing chemistry scaffolded by representations. The results show that second language learners in a multilingual context benefited from the modelling-activity. As such, the study acknowledges that modelling contexts can be used in teacher education, both in-service and pre-service, to highlight the importance of the role of representations when teaching in the multilingual context.