ELL’s science meaning making in multimodal inquiry: a case-study in a Hong Kong bilingual school
This paper reports on a multimodal teaching approach delivered to grade 5 elementary students in a bilingual school in Hong Kong, as part of a larger research study aimed at supporting English Language Learners (ELLs) in science class. As language demands of reading, writing and talking science plac...
| Main Authors: | , , |
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| Format: | Journal Article |
| Published: |
SpringerOpen
2019
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| Online Access: | http://hdl.handle.net/20.500.11937/75825 |