An Ethnographic Case Study of Adolescent English Learner (EL) Writing in a High School Science Program

Abstract

With shifting language policies, English learners (ELs) with various language proficiencies take English language development and other content area courses simultaneously. Therefore, language and literacy development in secondary science classrooms is increasingly becoming important for ELs’ education. Science courses introduce ELs to unique disciplinary writing practices and science registers. The written academic-science register is characterized by complex linguistic features (e.g., nouns, nominalizations, and noun phrasal structures) which assist in information-packaging and precision in writing (Biber & Clark, 2022; Biber & Conrad, 2019, Biber & Gray, 2016). However, surveys of writing in the U.S. secondary schools showed that the emphasis placed on effective scientific writing and science language in classrooms is inadequate given the instructional priorities to teach content (Applebee & Langer, 2011a; Drew et al., 2017). Furthermore, for adolescent EL writers, scientific writing and register which contribute to ELs’ academic literacy development are insufficiently scaffolded (Enright, 2010, 2013; Enright & Gilliland, 2011; Kibler, 2011). Though disciplinary writing and linguistic demands might pose challenges for ELs, few studies have investigated ELs’ experiences in scientific writing and their developing understanding of science register in secondary schools. In order to develop appropriate writing pedagogies, it is important for teachers to understand the disciplinary writing culture in high school science programs. An analysis of specific writing tasks (e.g., purpose, audience) is therefore a necessary step to describe the writing practices. To support ELs in their specific challenges, teachers must also identify ELs’ writing processes and experiences. Finally, by examining ELs’ perspectives on scientific writing and register, teachers will grasp how ELs’ understanding of disciplinary practices and language are developing. To this end, this dissertation explores ELs’ writing experiences in major science writing tasks and their awareness of science register through interviews, writing samples, and classroom observations. A situational analysis of five writing tasks provides an ethnographic description of writing across four high school science courses. Another component of this dissertation is an examination of ELs’ personal experiences with science writing tasks. Lastly, ELs’ developing understanding of scientific writing and register is investigated using a comparative method grounded in corpus-based register studies. The findings indicate that science courses integrate short writing daily and few extended writing tasks throughout the year. Limited EL engagement in science learning and writing was a critical finding as an impact of ELs’ developing language proficiencies as well as remote learning during the recent Covid-19 pandemic. In coping with the writing tasks, ELs brought some critical assets to science writing situations such as translanguaging and technology use for translation. However, ELs struggled with sentence constructions and precise language use. Patchwriting was common in writing tasks, which required the use of teacher-provided resources (e.g., teacher notes, scientific articles). ELs’ understanding of scientific writing practices and register demonstrate their struggles with writing and certain misconceptions regarding disciplinary practices and language use in science classrooms. ELs also show high sensitivity to vocabulary, a characteristic of science register, compared to other register features such as grammatical structures. ELs’ writing and learning experiences influence register perspectives. Some teachers were more dedicated to knowing ELs better and engaging them in science through multiple forms of actions (e.g., after-school meetings, texting). Such dedication positively impacted ELs’ experiences in writing and science learning. Deliberate attention to complex grammatical structures for specificity in evidence-based writing is suggested while other pedagogical considerations are offered such as adding variety to writing genres and varied audiences. The findings are useful to develop instructional pedagogies and support systems for EL writing and language development in secondary schools. Literacy and teacher education programs can also utilize such research for equitable teaching and disciplinary writing practices.