Supporting Spanish 11th grade students to make scientific writing when learning chemistry in English: the case of logical connectives

Abstract

ABSTRACT Logical connectives are grammatical linkers that appear as essential components in the production of logical argumentation of inquiry and critical thinking in school science activities. However, these cohesive terms represent a language barrier for science student learning. Therefore, students’ lack in their understanding of academic connectives as well as their inability to properly use them in science school activities are fundamental issues concerning science teachers’ awareness of the particular difficulties students usually experience with this type of academic words. Thus, this study has aimed to help 11th grade science students to improve their ability to perform scientific writing in English and then to exemplify for science teachers how they can incorporate specific supporting language activities into their science lessons. Particularly, student reasoning enhancement has focused on giving them multiple exposures and opportunities to practice with logical connectives in an engaging context. This teaching support has successfully scaffolded student ability to gain knowledge on those terms, which has prompted their capacity to express themselves scientifically.