The project provides evidence of the spontaneous ways children describe, explain, interconnect and reason about phenomena related to the physical and chemical characteristics (e.g., water) by drawing on personal knowing and reasoning developed in diverse home contexts and through various multimodal semiotic tools available in information societies

(e.g., gaming devices, advertisements).

Firstly, the ongoing discourse-in-interaction within small groups of children, while exploring collaboratively the specific properties with everyday equipment in workshop sessions, is documented for multimodal sensitive exploitation and analysis of video/audio recordings.

Secondly, a specific emphasis will be placed on processes of enrichment or of fundamental re-organisation of the children’s spontaneous frameworks through enactments-in-interaction. The children record core moments of their inquiry process in form of pictures, drawings, audio or video recordings, that will mediate as multimodal semiotic organisers the subsequent teacher-initiated talk-in-interaction within the teacher children group as well as between the children.

Thirdly, the research will draw particular attention to a genuine feature of learning-in-interaction of the Luxembourg context, i.e. knowledge building through participating in emerging multimodal and multilingual discourses. In our case, multilingual children develop their multimodal frameworks (understood as enrichment or fundamental re-organisation processes) while participating in spontaneous scientific discourse –featuring both on specific conceptual content (here phenomena about water) and scientific inquiring – through discourse competencies that are enacted during interaction.