ELL’s science meaning making in multimodal inquiry: a case-study in a Hong Kong bilingual school

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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...

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Bibliographic Details
Main Authors:	Williams, Melanie, Tang, Kok-Sing, Won, Mihye
Format:	Journal Article
Published:	SpringerOpen 2019
Online Access:	http://hdl.handle.net/20.500.11937/75825

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