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This chapter will offer science teachers a pedagogical approach in virtual science teaching that creates virtual hands-on practice for culturally and linguistically diverse (CLD) students to 'do science' and 'talk science'. The author features the use of technology applications where upper elementary and middle school teachers can create opportunities for their students to interact with online simulations, make observations of science experiments to make claims, gather evidence, and reason about science concepts to construct oral/written scientific explanations. Constructing scientific explanations is one common discourse practice scientific communities engage in by first interacting with science phenomena during inquiry investigations to then question and present their contributions in science knowledge construction. Similarly, the chapter will focus on the practice of constructing explanations to present one remote instructional lesson design that would engage teachers of CLD students in online instructional planning. The pedagogical approach offered is informed by sociocultural and sociolinguistic theories to make explicit the link between theory and practice. The sociocultural theoretical constructs of mediation and zone of proximal development inform the instructional methods used to create opportunities for CLD students to make sense of science phenomena. Sociolinguistic theory will inform the use of language as a social semiotic tool to communicate sense-making. Sociolinguistic theory will also offer a specific focus on the structural features of science language to inform language scaffolding tasks for meaningful activity planning intended to promote content-specific language output by CLD students in the form of science explanations.

Using Language as a Social Semiotic Tool in Virtual Science Instruction