| Secondary schools in the United States are enrolling an increasing number of Mainland Chinese students, and this cohort of students is often seen as a "model minority" that can achieve academic success without much if any, extra support. However, many Chinese students encounter difficulties not only in learning English but in learning other content areas raising questions as to what they experience as the affordances and constraints to their learning.;Rooted in language socialization theory, this study investigated five Chinese adolescents' engagement in their science classrooms identifying the specific affordances and constraints to their learning and their positionalities. Three research questions were asked: (1) What semiotic resources (e.g., textual, oral, multimodal) are provided to Chinese adolescents in their science classrooms, and how do these resources affect their learning?; (2) What types of tasks (e.g., oral presentation, written arguments) are provided to Chinese adolescents in their science classrooms and how do these tasks affect their learning?; and (3) How are Chinese adolescents' positionalities shaped and perceived by others and by themselves in their science classrooms?;Multiple sources of data were collected including student background questionnaires, ten student interviews, five science teacher interviews, 14 weeks of classroom observations, and 142 pieces of student writing samples. NVivo 11 was used to open-code interview and observation data, and student writing samples were categorized into arguments, informative/explanatory texts, mathematics, visual representations, and mechanical writing. A cross-case analysis was also employed to identify similarities and differences across students.;Findings suggest that: (1) Chinese adolescents were offered multimodal learning resources (e.g., illustrations, videos, realia) and teachers' one-on-one tutoring in addition to the traditional textual ones (e.g., textbooks, student workbooks). While some of those resources provided affordances to the Chinese adolescents' learning of science, others caused obstacles, depending on how teachers guided the use of those resources. (2) Chinese adolescents in this study had opportunities to engage in hands-on activities (e.g., laboratory practices, science projects) in their U.S. science classrooms. These activities effectively enhanced their understanding of science content and gave them a chance to practice scientific literacy skills. Chinese adolescents also experienced difficulties in collaborative learning and expository writing. (3) Four types of positionality were identified among Chinese adolescents, including positionality as science learner, positionality as ELL, positionality as Chinese student, and positionality as first-generation student. Meanings of these positionalities were constantly renegotiated and reshaped by the Chinese adolescents as well as other community members.;Implications can be made from this study in both theory and practice. Details and context are added to language socialization theory to further explain what Chinese adolescents experience when they attempt to engage in the new scientific discourse. Chinese adolescents' negotiation of identity and interactions with other community- as well as non-community members (e.g., Chinese parents) in the socializing process are also discussed. In practice, this study suggests that teachers will need to tap into Chinese adolescents' "funds of knowledge" and understand their alternative ways of in-class participation. Also, school personnel need to actively engage Chinese adolescents in extracurricular activities and communicate with their parents. |
