Enriching university students' use of logical connectors (LCs) in bilingual written scientific argumentation (BWSA)

Bilingual scientific literacy (BSL) is one of the educational domains gaining prominence in twenty-first century societies. University bilingual science courses are legitimate and desirable scenarios for the promotion of bilingual written scientific argumentation (BWSA) as part of BSL. Recent studie...

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Bibliographic Details
Published in:International journal of bilingual education and bilingualism 2022-05, Vol.25 (5), p.1569-1589
Main Authors: Archila, Pablo Antonio, Molina, Jorge, Truscott de Mejía, Anne-Marie
Format: Article
Language:English
Subjects:
Argumentation
Bilingual Education
Bilingual scientific literacy
bilingual written scientific argumentation
Bilingualism
Biology
College students
Connected Discourse
Educational evaluation
English (Second Language)
English language
Foreign Countries
Form Classes (Languages)
formative assessment
Formative Evaluation
Higher education
Language Usage
Literacy
logical connectors
Persuasive Discourse
Science Education
Scientific Literacy
Second Language Instruction
Second Language Learning
Spanish
Spanish language
Student Attitudes
Student writing
Teaching Methods
Undergraduate Students
university bilingual science education
University students
Writing Instruction
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Summary:Bilingual scientific literacy (BSL) is one of the educational domains gaining prominence in twenty-first century societies. University bilingual science courses are legitimate and desirable scenarios for the promotion of bilingual written scientific argumentation (BWSA) as part of BSL. Recent studies indicate that the use of 'logical connectors' (LCs) or 'linking words' is a critical aspect of BWSA. The problem is that very little evidence is available on how to enrich university students' use of LCs in BWSA. The goal of this study was to determine how a formative assessment-based pedagogical strategy (FAPS) could help students enrich the use of LCs. We examined the BWSA produced by 70 students (34 females and 36 males, 15-27 years old) in Colombia during a university Spanish-English bilingual science course. The findings show that the strategy provided participants with opportunities to enrich the use of LCs in their written argumentation in Spanish and in English. Finally, the potential implications for university bilingual education are discussed.
ISSN:1367-0050
1747-7522
DOI:10.1080/13670050.2020.1800586