**2. Theoretical framework**

In this chapter, the author integrates sociocultural and sociolinguistic theoretical frameworks to propose a pedagogical approach in virtual science instruction. The integration of the two frameworks proposes a pedagogical approach on how to utilize language as a social semiotic tool for sense making in science remote instruction. Systemic Functional Linguistics (SFL) offers one genre for sense-making in science, the explanation genre. The theoretical framing is described next.

#### **2.1 Sociocultural theory**

In [1], sociocultural theory is concerned with how individual mental functioning is related to historical, cultural, and institutional context. "Hence, the focus of the sociocultural perspective is on the roles that participation in social interactions and culturally organized activities play in influencing psychological development" ([1], p. 1). According to sociocultural theory [1], learners participate in activities and internalize the effects of working together and in the process acquire knowledge and strategies of the world and culture. Wertsch and Lantolf [2, 3]. identified that the human mind is mediated through the use of culturally constructed tools and signs, which are also known as semiotics. Semiotics include physical tools and symbolic artifacts. According to [4], physical tools help humans mediate experience of their physical world through concrete tools (e.g., computers, objects, layout of built environments), whereas symbolic tools (e.g., language, literacy, concepts, numeracy) help mediate the individual's connection to the social world. Through the use of both types of tools, humans mediate their individual experience to their social and material world for sense-making. Thus, in science teaching it is important to identify the physical tools (diagrams, maps, models, etc.) and symbolic tools (language, literacy, concepts, etc.) to help students make sense of their learning as they interact with scientific phenomena in similar ways that scientific communities do.

Further, Vygotsky [5] defines the *Zone of Proximal Development* as "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined by independent problem solving under adult guidance or in collaboration with more capable peers" ([5], p. 86). This collaboration from more experienced adults (as in the teacher) and more experienced peers (novice and expert peers) is critical for scaffolding learning tasks to get students from their actual learning potential to the next potential level. Because *Using Language as a Social Semiotic Tool in Virtual Science Instruction DOI: http://dx.doi.org/10.5772/intechopen.101814*

sociocultural theory promotes development over time through the use of physical and symbolic tools, the ZPD is a central construct for developing understanding over time through the process of internalization, where learners rely less on external tools and gain the capacity to perform more complex tasks due their reliance on internal mediation [4]. This is why the provision of external tools in the form of scaffolding are meant to be provided for moving students from actual development levels (where there is more reliance on internal mediation) to potential developmental levels until internalized by the learner to move to the next potential development level. All of this happens through the recurrent external and internal use of scaffolded conceptual and linguistic tools and why it is important to afford students with multiple ways to experience and talk science.

Since the language of scientific communities requires specific uses of it in the discipline, it is also important to highlight constructs within sociolinguistic theory for utilizing language resources for sense-making.

#### **2.2 Sociolinguistics theory**

Hudson ([6], p. 4) defines sociolinguistics as "the study of language in relation to society, implying (intentionally) that sociolinguistics is part of the study of language." In this chapter it is important to note the intentional use of language as a symbolic tool for sense making and interacting in science. In doing so, the author will highlight common structural language forms or genres frequently used by the scientific community to make sense of their scientific worlds. The author accentuates the specific genre of science explanations as a social semiotic tool for sense making. First, social semiotics is concerned with meaning making and how language users make sense or meaning through language. SFL [7], proposes that language resources are shaped by how they are used by people to make meaning in the social function of language through three metafunctions: (1) ideational, (2) interpersonal, and (3) textual. The ideational metafunction is concerned with what is going on in the world to reflect experiential meaning about the world. The interpersonal metafunction relates to the use of language resources to interact with others. Lastly, the textual metafunction of language offers grammatical resources that work together to help language users create coherent and cohesive texts (written or oral). The textual metafunction links the ideational and interpersonal metafunctions to create a unified text [8].

Since this chapter offers a pedagogical approach for science teachers to use language as a social semiotic tool in science teaching, the author offers a few traditional common texts used for science sense making. One of the most frequently used texts are lab procedures, which traditionally include step by step instructions for carrying out a lab investigation. Another text may be a report, which would serve to communicate the findings of a lab investigation. These are more traditional in nature and more typical of taking place during face-to-face instruction and lab investigating activities. However, when scientists communicate inquiry investigations, they often do so using explanation and argumentative texts which serve the purpose to explain processes and cause-effect relationships intended to persuade their audience, which includes other members of the scientific community. Regardless of the text type at hand, one feature of frequently used science texts is that they include highly abstract and technical language. It is important for science learners to experience and interact with scientific phenomena to make sense of it before being expected to communicate through highly specialized science language. In this chapter the author offers one pedagogical approach using one specific science genre (text) to scaffold the content and language

tasks for CLD students. The approach offers teachers lesson design components to consider when planning the content and language tasks that will assist students to construct science explanations. Since the Coronavirus pandemic has transformed the way of instruction in face to face and remote instruction, I offer this approach as one to be planned for remote instruction, but that could also benefit those teachers using hybrid modes of instruction as many are returning to face to face instruction.
