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This study draws on the activity theory to explore how bilingual first-year secondary school students appropriate resources strategically in response to linguistic challenges in learning science through English in Hong Kong. The study explored 12 bilingual students’ self-regulated strategy use by conducting in-depth interviews, stimulated recalls, observation and analysis of learning materials. Through analyzing these data, we examined how and why they appropriated and used resources strategically for self-regulated learning. The analysis revealed that the participants had used various artefacts (e.g. dictionary) and rules (e.g. evaluation criteria) to negotiate their respective roles (e.g. subject content learners and language learners) in situated communities of learning that consist of subject teachers, classmates, family members, private tutors and friends. Similarities and differences were found between the high achievers and the underachievers with regard to the use of resource-mediated strategies and the underlying reasons. The results inform the development of pedagogical schemes to enhance bilingual students’ self-regulated strategic learning of academic subjects through English.
Corrigendum:
DOI 10.1080/13670050.2017.1404005 This article refers to:
Appropriation of resources by bilingual students for self-regulated learning of science Jingjing, Hu, and Xuesong (Andy), Hu. 2017. “Appropriation of Resources by Bilingual Students for Self-Regulating Learning of Science.” International Journal of Bilingual Education and Bilingualism.
DOI:10.1080/13670050.2017.1386615 When this article was first published online, a small number of errors were present in the text:
Fadlelmula 2010’ has been changed to ‘Fadlelmula and Özgeldi 2010’ in Line 14 of ‘Introduction’, Page 1; Line 32, Page 8; and Line 2 of ‘Discussion’, Page 13.
R.-L. Punamäki’ has been changed to ‘R. Punamäki-Gitai’ in Line 2, Page 16.
Fadlelmula, Fatma K.’ has been changed to ‘Fadlelmula, Fatma K., and Meriç Özgeldi.’ in Line 5, Page 16.
Sociocultural Theory and L2: State of the Art: State of the Art’ has been changed to ‘Sociocultural Theory and L2: State of the Art.’ in Line 23, Page 16.
The ‘(1)’ in ‘Teaching and Teacher Education 31 (1)’ in Line 28, Page 16, has been removed.
‘(Pt 1)’ in Line 30, Page 16 has been changed to ‘1’.
‘Language Learner Strat-Egies’ has been changed to ‘Language Learner Strategies: Thirty Years of Research and Practice’ in Line 49, Page 16.
‘S. Graham C. A. MacArthur’ has been changed to ‘C. A. MacArthur, S. Graham’ in Line 58, Page 16.
These changes have now been made to the published version of this article on Taylor and Francis Online.
