Fostering bilingual written scientific argumentation (BWSA) through collaborative learning (CL): evidence from a university bilingual science course

References

• Adúriz-Bravo, A. (2014). Revisiting school scientific argumentation from the perspective of the history and philosophy of science. In M. R. Matthews (Ed.), International handbook of research in history, philosophy and science teaching (pp. 1443–1472). Springer.
   Google Scholar
• Ai, B. (2016). Becoming a bilingual teacher in a Chinese university: A case study. Reflective Practice, 17(5), 605–620. https://doi.org/10.1080/14623943.2016.1184637
   Web of Science ®Google Scholar
• Airey, J., & Larsson, J. (2018). Developing students’ disciplinary literacy? The case of university physics. In K.-S. Tang, & K. Danielsson (Eds.), Global developments in literacy research for science education (pp. 357–376). Springer.
   Google Scholar
• Airey, J., & Linder, C. (2008). Bilingual scientific literacy? The use of English in Swedish university science courses. Nordic Journal of English Studies, 7(3), 145–161. https://doi.org/10.35360/njes.105
   Google Scholar
• Airey, J., & Linder, C. (2011). Bilingual scientific literacy. In C. Linder, L. Östman, D. A. Roberts, P.-O. Wickman, G. Erickson, & A. MacKinnon (Eds.), Exploring the landscape of scientific literacy (pp. 106–124). Routledge.
   Google Scholar
• Andrews, R. (2010). Argumentation in higher education: Improving practice through theory and research. Routledge.
   Google Scholar
• Andriessen, J., & Baker, M. (2020). On collaboration: Personal, educational and societal arenas. Brill.
   Google Scholar
• Archila, P. A. (2013). La argumentación y sus aportes a la enseñanza bilingüe de las ciencias [Argumentation and its contributions to bilingual science teaching]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 10(3), 406–423. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2013.v10.i3.07
   Google Scholar
• Archila, P. A., Molina, J., & Truscott de Mejía, A.-M. (2018a). Using formative assessment to promote argumentation in a university bilingual science course. International Journal of Science Education, 40(13), 1669–1695. https://doi.org/10.1080/09500693.2018.1504176
   Web of Science ®Google Scholar
• Archila, P. A., Molina, J., & Truscott de Mejía, A.-M. (2018b). Using bilingual written argumentation to promote undergraduates’ bilingual scientific literacy: Socrative® as an immersive participation tool. International Journal of Bilingual Education and Bilingualism, 1–24. https://doi.org/10.1080/13670050.2018.1522293
   Google Scholar
• Archila, P. A., Molina, J., & Truscott de Mejía, A.-M. (2018c). Fostering bilingual scientific writing through a systematic and purposeful code-switching pedagogical strategy. International Journal of Bilingual Education and Bilingualism, 1–19. https://doi.org/10.1080/13670050.2018.1516189
   Google Scholar
• Archila, P. A., Molina, J., & Truscott de Mejía, A.-M. (2018d). Introducing undergraduates to the nature of science through the co-construction of evolutionary trees. Evidence from a university biology course. Research in Science Education, https://doi.org/10.1007/s11165-018-9758-z
   Google Scholar
• Archila, P. A., Molina, J., & Truscott de Mejía, A.-M. (2020). Enriching university students’ use of logical connectors (LCs) in bilingual written scientific argumentation (BWSA). International Journal of Bilingual Education and Bilingualism, 1–21. https://doi.org/10.1080/13670050.2020.1800586
   Google Scholar
• Archila, P. A., & Truscott de Mejía, A.-M. (2020a). Bilingual university science courses: A questionnaire on professors’ practices and espoused beliefs. International Journal of Bilingual Education and Bilingualism, 23(2), 132–152. https://doi.org/10.1080/13670050.2017.1334756
   Web of Science ®Google Scholar
• Archila, P. A., & Truscott de Mejía, A.-M. (2020b). Bilingual teaching practices in university science courses: How do biology and microbiology students perceive them? Journal of Language, Identity & Education, 19(3), 163–178. https://doi.org/10.1080/15348458.2019.1654868
   Web of Science ®Google Scholar
• Ardasheva, Y., & Tretter, T. R. (2017). Developing science-specific, technical vocabulary of high school newcomer English learners. International Journal of Bilingual Education and Bilingualism, 20(3), 252–271. https://doi.org/10.1080/13670050.2015.1042356
   Web of Science ®Google Scholar
• Artha Pratama, P. G. (2017). A case study: Parents’ perceptions on children bilingual education in Bali. PRASI, 12(1), 12–19. https://doi.org/10.23887/prasi.v12i01.13913.
   Google Scholar
• Bacha, N. N. (2002). Developing learners’ academic writing skills in higher education: A study for educational reform. Language and Education, 16(3), 161–177. https://doi.org/10.1080/09500780208666826
   Google Scholar
• Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative learning techniques: A handbook for college faculty. Jossey-Bass.
   Google Scholar
• Brown, P. L., & Concannon, J. P. (2016). Students’ perceptions of vocabulary knowledge and learning in a middle school science classroom. International Journal of Science Education, 38(3), 391–408. https://doi.org/10.1080/09500693.2016.1143571
   Web of Science ®Google Scholar
• Bryman, A. (2016). Social research methods (5th ed). Oxford University Press.
   Google Scholar
• Cummins, J. (2008). Teaching for transfer: Challenging the two solitudes assumption in bilingual education. In N. D. Hornberger (Ed.), Encyclopedia of language and education (pp. 1528–1538). Springer.
   Google Scholar
• De Hei, M. S. A., Strijbos, J.-W., Sjoer, E., & Admiraal, W. (2015). Collaborative learning in higher education: Lecturers’ practices and beliefs. Research Papers in Education, 30(2), 232–247. https://doi.org/10.1080/02671522.2014.908407
   Web of Science ®Google Scholar
• de Mejía, A.-M. (2011). The national bilingualism program in Colombia: Imposition or opportunity? Apples, Journal of Applied Language Studies, 5(3), 7–17.
   Google Scholar
• Floyd, C. B. (2011). Critical thinking in a second language. Higher Education Research and Development, 30(3), 289–302. https://doi.org/10.1080/07294360.2010.501076
   Web of Science ®Google Scholar
• Fransen, J., Kirschner, P., & Erkens, G. (2011). Mediating team effectiveness in the context of collaborative learning: The importance of team and task awareness. Computers in Human Behavior, 27(3), 1103–1113. https://doi.org/10.1016/j.chb.2010.05.017
   Web of Science ®Google Scholar
• Gardner-Chloros, P. (2009). Code-switching. Cambridge University Press.
   Google Scholar
• Hmelo-Silver, C. E., Chinn, C. A., Chan, C. K. K., & O’Donnell, A. M. (Eds.). (2013). The international handbook of collaborative learning. Routledge.
   Google Scholar
• Inaba, A., Supnithi, T., Ikeda, M., Mizoguchi, R., & Toyoda, J. (2000). How can we form effective collaborative learning groups? In G. Gauthier, C. Frasson, & K. VanLehn (Eds.), Intelligent tutoring systems. ITS 2000. Lecture notes in computer science, vol 1839 (pp. 282–291). Springer.
   Google Scholar
• Johnson, D. W., & Johnson, R. T. (1994). Together and alone: Cooperative, competitive and individualistic learning. Allyn & Bacon.
   Google Scholar
• Karlsson, A., Nygård Larsson, P., & Jakobsson, A. (2019). Multilingual students’ use of translanguaging in science classrooms. International Journal of Science Education, 41(15), 2049–2069. https://doi.org/10.1080/09500693.2018.1477261
   Web of Science ®Google Scholar
• Kelly, G., Regev, J., & Prothero, W. (2007). Analysis of lines of reasoning in written argumentation. In S. Erduran, & M. P. Jiménez-Aleixandre (Eds.), Argumentation in science education: Perspectives from classroom-based research (pp. 137–158). Springer.
   Google Scholar
• La Rocca, C., Margottii, M., & Capobianco, R. (2014). Collaborative learning in higher education. Open Journal of Social Sciences, 2(2), 61–66. https://doi.org/10.4236/jss.2014.22009
   Google Scholar
• Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: Teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48(1), 103–122. https://doi.org/10.1080/0305764X.2016.1259389
   Web of Science ®Google Scholar
• Licona, P. R., & Kelly, G. J. (2019). Translanguaging in a middle school science classroom: Constructing scientific arguments in English and Spanish. Cultural Studies of Science Education, https://doi.org/10.1007/s11422-019-09946-7
   Google Scholar
• Lin, T.-J., Lin, T.-C., Potvin, P., & Tsai, C.-C. (2019). Research trends in science education from 2013 to 2017: A systematic content analysis of publications in selected journals. International Journal of Science Education, 41(3), 367–387. https://doi.org/10.1080/09500693.2018.1550274
   Web of Science ®Google Scholar
• Loes, C. N., Culver, K. C., & Trolian, T. L. (2018). How collaborative learning enhances students’ openness to diversity. The Journal of Higher Education, 89(6), 935–960. https://doi.org/10.1080/00221546.2018.1442638
   Web of Science ®Google Scholar
• Loes, C. N., & Pascarella, E. T. (2017). Collaborative learning and critical thinking: Testing the link. The Journal of Higher Education, 88(5), 726–753. https://doi.org/10.1080/00221546.2017.1291257
   Web of Science ®Google Scholar
• Mani, M., & Pasupathi, M. (2018). Supporting argumentation through group work strategies during collaborative learning. Research Journal of Humanities and Social Sciences, 9(2), 351–355. https://doi.org/10.5958/2321-5828.2018.00063.3
   Google Scholar
• Martínez Rincón, S. L. (2016). Bilingualism in Colombia higher education. Enletawa Journal, 9(2), 91–108.
   Google Scholar
• Mavrou, K, & Douglas, G. (2007). The use of Transana as a video analysis tool in researching computer�based collaborative learning in inclusive classrooms in Cyprus. International Journal of Research and Method in Education, 30(2), 163–178.
   Google Scholar
• McNeill, K. L., Lizotte, D. J., Krajcik, J., & Marx, R. W. (2006). Supporting students’ construction of scientific explanations by fading scaffolds in instructional materials. The Journal of the Learning Sciences, 15(2), 153–191. https://doi.org/10.1207/s15327809jls1502_1
   Web of Science ®Google Scholar
• Meyerhöffer, N., & Dreesmann, D. C. (2019a). The exclusive language of science? Comparing knowledge gains and motivation in English-bilingual biology lessons between non-selected and preselected classes. International Journal of Science Education, 41(1), 1–20. https://doi.org/10.1080/09500693.2018.1529446
   Web of Science ®Google Scholar
• Meyerhöffer, N., & Dreesmann, D. C. (2019b). Expert video exchanges in bilingual biology lessons - student’s intrinsic motivation and subject-specific interest. Journal of Biological Education, https://doi.org/10.1080/00219266.2019.1575265
   Google Scholar
• Molle, D., & Lee, N. (2017). Opportunities for academic language and literacy development for emergent bilingual students during group work. International Journal of Bilingual Education and Bilingualism, 20(5), 584–601. https://doi.org/10.1080/13670050.2015.1103206
   Web of Science ®Google Scholar
• Nawani, J., Rixius, J., & Neuhaus, B. J. (2016). Influence of using challenging tasks in biology classrooms on students’ cognitive knowledge structure: An empirical video study. International Journal of Science Education, 38(12), 1882–1903. https://doi.org/10.1080/09500693.2016.1213456
   Web of Science ®Google Scholar
• OECD. (2017). PISA 2015 results (Volume V): Collaborative problem solving. OECD Publishing.
   Google Scholar
• Plantin, C. (2018). Dictionary of argumentation. An introduction to argumentation studies. College Publications.
   Google Scholar
• Putra, G. B. S., & Tang, K.-S. (2018). Supporting scientific report writing in a chemistry classroom. In J. Yeo, T. W. Teo, & K.-S. Tang (Eds.), Science education research and practice in Asia-Pacific and beyond (pp. 53–67). Springer.
   Google Scholar
• Rahayu, D. (2020). Interaction in collaborative writing between international and domestic students in an Indonesian university. Studies in English Language and Education, 7(1), 113–128. https://doi.org/10.24815/siele.v7i1.15773
   Google Scholar
• Rapanta, C. (2019). Argumentation strategies in the classroom. Vernon Press.
   Google Scholar
• Rivera, A. J., & Mazak, C. M. (2019). Pedagogical translanguaging in a Puerto Rican university classroom: An exploratory case study of student beliefs and practices. Journal of Hispanic Higher Education, 18(3), 225–239. https://doi.org/10.1177/1538192717734288
   Google Scholar
• Rodenhauser, A., & Preisfeld, A. (2015). Bilingual (German-English) molecular biology courses in an out-of-school lab on a university campus: Cognitive and affective evaluation. International Journal of Environmental & Science Education, 10(1), 99–110. https://doi.org/10.12973/ijese.2015.233a.
   Google Scholar
• Rozenszayn, R., & Ben-Zvi Assaraf, O. (2011). When collaborative learning meets nature: Collaborative learning as a meaningful learning tool in the ecology inquiry based project. Research in Science Education, 41(1), 123–146. https://doi.org/10.1007/s11165-009-9149-6
   Web of Science ®Google Scholar
• Rubio-Alcalá, F. D., Arco-Tirado, J. L., Fernández-Martín, F. D., López-Lechuga, R., Barrios, E., & Pavón-Vázquez, V. (2019). A systematic review on evidences supporting quality indicators of bilingual, plurilingual and multilingual programs in higher education. Educational Research Review, 27, 191–204. https://doi.org/10.1016/j.edurev.2019.03.003
   Web of Science ®Google Scholar
• Ruiz-Primo, M. A. (2015). Cognitive labs. In R. Gunstone (Ed.), Encyclopedia of science education (pp. 167–171). Springer.
   Google Scholar
• Sampson, V., & Schleigh, S. (2013). Scientific argumentation in biology: 30 classroom activities. National Science Teachers Association.
   Google Scholar
• Seah, L. H., & Silver, R. E. (2018). Attending to science language demands in multilingual classrooms: A case study. International Journal of Science Education, https://doi.org/10.1080/09500693.2018.1504177
   PubMed Web of Science ®Google Scholar
• Sufeng, Y., & Runjuan, S. (2014). The implication of collaborative learning in college English. In S. Li, Q. Jin, X. Jiang, & J. Park (Eds.), Frontier and future development of information technology in medicine and education. Lecture notes in electrical engineering (vol. 269, pp. 1481–1485). Springer.
   Google Scholar
• Tong, F., Wang, Z., Min, Y., & Tang, S. (2020). A systematic literature synthesis of 19 years of bilingual education in Chinese higher education: Where does the academic discourse stand? SAGE Open, 10(2), 1–23. https://doi.org/10.1177/2158244020926510
   Web of Science ®Google Scholar
• Udvari-Solner, A. (2012). Collaborative learning. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 631–634). Springer.
   Google Scholar
• Van der Walt, C., & Dornbrack, J. (2011). Academic biliteracy in South African higher education: Strategies and practices of successful students. Language, Culture and Curriculum, 24(1), 89–104. https://doi.org/10.1080/07908318.2011.554985
   Web of Science ®Google Scholar
• Van Leeuwen, A., & Janssen, J. (2019). A systematic review of teacher guidance during collaborative learning in primary and secondary education. Educational Research Review, 27, 71–89. https://doi.org/10.1016/j.edurev.2019.02.001
   Web of Science ®Google Scholar
• Wagner, C. S. (2005). Six case studies of international collaboration in science. Scientometrics, 62(1), 3–26. https://doi.org/10.1007/s11192-005-0001-0
   Web of Science ®Google Scholar
• Webb, P. (2009). Towards an integrated learning strategies approach to promoting scientific literacy in the South African context. International Journal of Environmental & Science Education, 4(3), 313–334.
   Google Scholar
• Webb, P. (2010). Science education and literacy: Imperatives for the developed and developing world. Science, 328(5977), 448–450. https://doi.org/10.1126/science.1182596
   PubMed Web of Science ®Google Scholar