There is a significant amount of research literature on the importance of identifying and building on students' experiences and ideas for making sense of the natural world, especially when engaging in science practices. Simultaneously, approaches to creating justice-oriented science education promote the need to focus on the diverse sense-making repertoires that students, especially those from historically marginalized communities, bring to science classrooms. However, when it comes to emergent bi/multilingual students, science education has favored narrow definitions of what ways of communicating are seen as productive for figuring out natural phenomena, privileging English-based academic vocabulary. In this article, we investigate the myriad conceptual and semiotic resources that third-grade emergent bilingual students developed and used when explaining sound production. Additionally, we explore how students investigated the sounds produced by a string instrument and unpacked the how and whys that give rise to the pitch of the sounds they heard. Our analyses indicate that: (1) students created mechanistic explanations that identified how changes to the salient physical features of strings affected the pitch of the sounds; (2) students created and laminated multiple semiotic resources when sharing their observations and explanations, particularly sound symbolisms; and (3) students navigated both semiotic convergence and divergence as they worked toward conceptual convergence. Based on our findings, we argue that justice-oriented science learning environments must become spaces where emergent bilingual students can build on all their conceptual, semiotic, and cultural resources, without being policed, as they engage science practices.

中文翻译：

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丁、唐、童：新兴双语学生调查和构建关于声音产生的循证解释

有大量研究文献表明，识别和建立学生的经验和想法对于理解自然世界的重要性，特别是在从事科学实践时。同时，创建以正义为导向的科学教育的方法促使需要关注学生，特别是来自历史上边缘化社区的学生带入科学课堂的多样化意义建构技能。然而，当谈到新兴的双语/多语学生时，科学教育偏向于狭隘地定义哪些交流方式被认为对于弄清楚自然现象是有效的，并优先考虑基于英语的学术词汇。在本文中，我们调查了三年级新兴双语学生在解释声音产生时开发和使用的无数概念和符号资源。此外，我们还探讨了学生如何研究弦乐器产生的声音，并揭示他们听到的声音的音高如何以及为何产生。我们的分析表明：（1）学生创建了机械解释，确定了弦的显着物理特征的变化如何影响声音的音调；（2）学生在分享他们的观察和解释时，创建并层叠了多种符号资源，特别是声音符号；(3) 学生在努力实现概念趋同的同时，也驾驭了符号学的趋同和分歧。根据我们的研究结果，我们认为，以正义为导向的科学学习环境必须成为双语学生在参与科学实践时可以利用其所有概念、符号学和文化资源而不受监管的空间。