A Supplementary, Language-focused, First-year Physics Textbook for Multilingual Students: Key Instructional Approaches

In this presentation, we report on the development of a Systemic Functional Linguistic (SFL)-informed instructional project in content-integrated language learning (CLIL) that culminates in a unit-by-unit supplementary English language textbook that accompanies a first-year physics textbook, both open educational resources. While the textbook is designed primarily to support multilingual physics students using English, it is expected to benefit any physics students interested in understanding and improving how they solve problems and communicate their solutions. The supplementary textbook, which can be used in either self-study or instructor-facilitated contexts, is guided by integrated content/language learning aims associated with the multiple competencies in play in general physics: linguistic, figural, and mathematical. Based on the guidelines, we centred our material on solutions to physics problems across the mode continuum, specifically between a formal, written solution with rationale and this solution as it emerges in a spoken dialogue involving three fictional physics students with various mode-related competencies. Using the solutions as samples, we highlighted key linguistic tools from SFL to tackle the three modes of meaning-making: verbal, visual and symbolic, which corresponds to three competencies in general physics. Equipped with the tools, students were guided to focus on the variation of competencies through different stages in problem-solving with both physics and linguistic perspectives and were provided with a mindset on applying or diagnosing their competencies in problem-solving. We also emphasize the variation between written and spoken, with which we generalize to the variation between different genres in academic writing. Early trialling of the developed units by 1st-year science students indicates the generally positive value of the pedagogical choices taken, that this resource will catalyze literacy development in first-year physics education.