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1.
In this review, we explore the notion of teaching science to English language learners (ELLs) as a balancing act between simultaneously focusing on language and content development, on the one hand, and between structuring instruction and focusing on student learning processes, on the other hand. This exploration is conducted through the lens of a theoretical framework embedded in the Science Writing Heuristic approach, an approach exemplifying immersive orientation to argument-based inquiry. Three learning processes (learning through the language of science, learning about the language of science and living the language of science) and three classroom structures (collective zone of proximal development, symmetric power and trust relationships and teacher as decision-maker) are explored in relation to learning theories and empirical findings from second language acquisition and science, multicultural and teacher education bodies of work. Three themes – negotiation, embeddedness and non-threatening learning environments – to inform ELL science education emerged from the review. 相似文献
2.
The article reviews twelve of 79 articles focusing on language teachers, language(s) teacher education, teaching, and learning published in Teaching and Teacher Education since 1985. The twelve articles, divided into three sections, include narrative inquiry and identity, teacher education topics, and contexts. The articles provide local and contextual expressions that taken together begin to compose a landscape or sphere where various language education researchers share wonderments and puzzlements, queries and inquiries, and insights and understandings. The TATE articles provide puzzle pieces lending evidence to a plausible postdisciplinarity sphere of growing and developing research and studies in language(s) teacher education. 相似文献
3.
Science literacy for all is the central goal of science education reforms, and there is a growing importance of the language arts in science. Furthermore, there are strong calls for teacher professionalism and self-directed professional learning that involve evidence-based best practices. This raises questions about whether science teaching journals?? recommendations are anchored to high-quality evidence. We found that (a) most National Science Teacher Association journals?? science literacy recommendations have weak or no evidence base and (b) those with evidence reference teaching journals, teacher resource books, and literacy education more often than science education research. We concluded that all participants in the knowledge production cycle and transfer process??authors, editors, and reviewers??need to encourage evidence-based practices anchored to ongoing reforms and to literacy and science education research. 相似文献
4.
Birgit Brock-Utne 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,58(4):481-503
This article deals with the fact that most children in Africa are taught in a language neither they nor their teachers master, resulting in poor education outcomes. While there are also donor interests and donor competition involved in retaining ex-colonial languages, as well as an African elite that may profit from this system, one of the main reasons why teaching in ex-colonial languages persists lies in the fact that a large proportion of the general public still believes that the best way to learn a foreign language is to have it as a language of instruction. By contrast, research studies conducted in Africa, as well as examples from Asian countries such as Sri Lanka and Malaysia, have shown that children actually learn mathematics and science much better in local and familiar languages. Though the recent World Bank Education Strategy policy paper is entitled Learning for All, it does not specify which language learning should take place in. A claim one often hears in countries of so-called Anglophone Africa is that English is the language of science and technology, and that teaching these subjects through English (instead of teaching English as a subject in its own right as a foreign language) is best. The monolingual island of Zanzibar is in fact about to reintroduce English as the language of instruction in maths and science from grade 5 onwards in primary school. The author of this paper suggests that when it comes to language policy, some African and some Asian countries could learn from each other. 相似文献
5.
The special educator in the content area classroom often experiences an ill‐defined role, which can translate into marginalization within instructional settings. Indeed, most students with learning disabilities (LD) receive content area instruction from a general education teacher with the support of a special educator. However, the literacy demands of the respective content areas often present content specific challenges for students with language‐based disabilities and their teachers. To date, proposed content area literacy interventions have not addressed the specific language‐based needs of students with LD. In this article, we highlight the similarities among history, science, English language arts, and mathematics texts from a language perspective, and present strategies specifically targeting students’ background knowledge. We also provide recommendations to researchers and practitioners for improving content area learning. 相似文献
6.
Ya‐Ting Carolyn Yang Jeffrey Hugh Gamble Yu‐Wan Hung Tzu‐Yun Lin 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(4):723-747
Critical thinking (CT) and English literacy are two essential 21st century competencies that are a priority for teaching and learning in an increasingly digital learning environment. Taking advantage of innovations in educational technology, this study empirically investigates the effectiveness of CT‐infused adaptive English literacy instruction using a Moodle system. A one‐group pretest–posttest design was employed to evaluate the effect of the treatment on students' acquisition of CT skills (CTS) and English literacy. A total of 83 students enrolled in two sections of a general studies course at a large university in Taiwan participated in the semester‐long experiment. Adaptive learning was achieved through the use of an online Moodle system for (1) online grouping (based on pretest English literacy scores), (2) delivery of specifically designed adaptive learning materials for each group and (3) provision of individualised feedback. CT‐infused language activities based on social constructivist principles were designed for each level of adaptive instruction, whereas direct instruction for fostering CTS was provided in class and practiced or reflected upon in groups. Empirical results demonstrate that CT‐enhanced adaptive English literacy instruction simultaneously improved students' CTS and English literacy and that students' online discussions developed towards higher levels of interaction. This paper illustrates an effective blended learning model for adaptive instruction and offers recommendations for designing CT‐infused language learning activities that can successfully foster both CT and English literacy outcomes. 相似文献
7.
This case study explored the nature of one elementary school teacher's adaptive teaching during an integrated science and literacy unit. Data were collected during four consecutive weeks of instruction, weekly interactive planning sessions, 20 classroom observations, and 20 post-lesson interviews. Our analysis suggests that adaptations may be established during planning or emerge while teaching. This study also indicated that an adaptive teacher uses ongoing formative assessment to scaffold students' learning. A coding system that typifies how and why a teacher adapts instruction across disciplines can be used to examine adaptive teaching. Implications for teacher educators and researchers are discussed. 相似文献
8.
Marco A. Bravo Eduardo Mosqueda Jorge L. Solís Trish Stoddart 《Journal of Science Teacher Education》2014,25(5):601-619
In this paper we present findings from a project that documented the development of preservice teachers’ beliefs and practices in delivering science instruction that considers issues of language and culture. Teacher candidates in the intervention group (n = 65) received a science methods course and teaching practicum experience that provided guidance in teaching science in culturally and linguistically responsive ways. Comparisons between a control group of preservice teachers (n = 45) and those involved in the intervention yielded stronger beliefs about the efficacy in promoting collaboration in science teaching than the intervention group. Observations of these preservice teachers during their teaching practicum revealed differences in favor of the intervention group in: (a) implementing science instruction that addressed the language and literacy involved in science; (b) using questions that elicited higher order thinking and; (c) providing scaffolds (e.g., purposeful feedback, probing student background knowledge) when confronting abstract scientific concepts. Implications for preservice teacher education are addressed. 相似文献
9.
Jennifer Miller 《International Journal of Science Education》2013,35(4):571-592
With the globalisation of education, large numbers of students with interrupted schooling and low English literacy levels represent both a quantitative and qualitative shift in the kinds of students faced by teachers in classrooms. In Australia, after a year in an intensive English language programme, immigrant and refugee students are placed in the mainstream, where they face enormous challenges in content areas such as science. The complexity and specificity of science terminology pose a serious barrier for students. This article reports on a research project to support vocabulary learning in mainstream science for Year 8 refugee students (n = 23) in one high school. Data sources included teacher interviews, student journal writing, and the science text itself. The author demonstrates why science content language is inaccessible to many students through an extensive review of the literature, and then juxtaposes the views of students and teachers with the actual demands of one chapter from the Year 8 Science textbook on states of matter. The final section presents the response of the researchers to help scaffold vocabulary learning for this topic and a trial of the materials. The study highlights the links between conceptual and linguistic understanding. Given that students identified vocabulary as a major barrier to learning, and that the science teacher tended to assume rather than to explain new terminology, the language‐focused approach outlined to support vocabulary was seen as one way to address an urgent problem. Implications for professional development and teacher education are also addressed. 相似文献
10.
To organize nearly five decades of research regarding teacher preparation in literacy across the disciplines, this study systematically examined and qualitatively synthesized the what, when, and how of the research, resulting in three overarching categories: (a) perceptions, (b) resistance, and (c) experience. Key findings include that when preservice teachers receive instruction through coursework and practicums, their perceptions toward providing literacy instruction in future teaching contexts became more positive. However, researchers often measured such instruction's effect upon content-area literacy courses in the short term, rarely exploring future classroom implementation. Additionally, recommendations for practice and implications for future research are given. 相似文献
11.
Hiller A. Spires Shea N. Kerkhoff Abbey C. K. Graham Isaac Thompson John K. Lee 《Reading and writing》2018,31(6):1401-1434
The goal of this study was to define the construct and establish the validity of disciplinary literacy, which has recently gained attention from the implementation of the Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers in Common Core State Standards for English language arts & literacy in history/social studies, science, and technical subjects [PDF]. Authors, Washington, DC, 2010). After defining disciplinary literacy in the four core disciplines of English language arts, science, history and social studies, and mathematics, scales were developed and administered to a snowball sample of professionals nationwide, with 857 respondents. The data showed evidence of disciplinary literacy as a multidimensional construct with three related factors: source literacy, analytic literacy, and expressive literacy. Based on EFA and CFA results, we can conclude that there are at least three types of literacy in operation among the four core disciplines. The three factors of literacy varied significantly by the four core disciplines of English/language arts (ELA), science, history and social studies, and mathematics, supporting the notion that each discipline uses literacy uniquely. This is the first study of its kind to attempt to define, quantify, and validate the construct of disciplinary literacy. 相似文献
12.
Language in Science Education as a Gatekeeper to Learning,Teaching, and Professional Development 总被引：1，自引：0，他引：1
Felicia M. Moore 《Journal of Science Teacher Education》2007,18(2):319-343
In this study, I used a feminist poststructural perspective to explain how language is a gatekeeper in learning science, in
achieving professional honors in teaching science, and in teaching science to English language learners. The various uses
of language revealed interesting dynamics related to the culture of power of language and the culture of power of science
along race–ethnicity, gender, and class dimensions for teachers. Teachers did not necessarily see language as having distinct
purposes and uses. This further maintained the gatekeeping nature of language and discourse in science education. I discuss
implications for looking at language in science education for teacher professional development and student learning.
相似文献
| Felicia M. MooreEmail: |
13.
《Africa Education Review》2013,10(2):221-241
Abstract Although mother tongue education is recommended by policymakers, researchers and language learning authorities, the reality in South Africa is that many parents/caregivers and learners believe that English is the best choice as Language of Learning and Teaching. Many English second-language (ESL) learners experience barriers to learning, because of a limited English proficiency. An empirical study was conducted to identify the needs and perceptions of Grade 4 educators regarding ESL learners with a limited English proficiency. The following factors were targeted in the study: demographic factors; language issues; educators' perception of learners with language barriers; and teaching of ESL learners who have limited English proficiency. The findings suggest that educators teaching ESL learners are in need of support. 相似文献
14.
15.
微博作为互联网的一种新兴而又重要的应用,近年来受到社会各界的广泛关注。在教育研究领域,微博更是以＂新宠＂的身份吸引了众多教育研究者的关注。我国的微博教育应用研究大致经历了引入阶段、发展阶段和深入阶段,不同阶段的研究特征、内容和方法是不同的。引入阶段注重从宏观、普适的角度分析微博的特点、优势和教育应用模式;发展阶段注重与学科领域的结合,偏重设计与开发适合特定学科的微博教学模式;深入阶段侧重利用微博解决具体的教学问题,注重实证研究。微博教育应用研究内容主要涉及管理模式与教学模式的开发与应用,其中管理模式应用在高等教育领域主要包括思想政治教育和辅导员工作,在基础教育领域主要包括思想政治教育、心理健康教育和班主任工作;教学模式应用总体上以英语学科教学为主。目前微博教育应用在基础教育领域的研究还非常匮乏,虽然技术应用于教学的态度应该谨慎,但基础教育阶段学生掌握新技术也非常必要,教师应正确引导学生使用技术。另外,研究者应开展理论扎实的、围绕具体学科解决具体教学问题的实证研究。 相似文献
16.
Due to the growing number of students from populations underrepresented in the sciences, there is an intensified need to consider
alternatives to traditional science instruction. Inquiry-based instructional approaches provide promise and possibility for
engaging underrepresented students in the activities of science. However, inquiry-based instruction without culturally relevant
pedagogy and instructional congruency, may not be sufficient to support non-mainstream students in science learning, and may
even serve to challenge students’ cultural ways of knowing. This conceptual paper suggests that aligning reform efforts in
science education to the field of multicultural education would buttress efforts to reach underrepresented student groups
in science. This includes providing culturally relevant instruction and instruction toward making the assumptions of science
explicit, in particular. To this end, this paper draws from literature in multicultural education to propose that deconstructing
science through instruction in NOS may support Latino, African American and English language learning students in science
learning. 相似文献
17.
Abstract Schools need teachers who can provide English language learners with equal access to academic content and to information technologies. The authors propose that the integration of standards in TESOL (teaching English to speakers of other languages), the theory of multiple intelligences (MI) and technology can provide an equitable education, support learning differences and develop English language skills across the curriculum. The authors suggest how the integration of TESOL standards, MI theory and technology can become a part of pre-service teacher education and discuss some of the challenges to transferring this integration into the classroom 相似文献
18.
The currency, relevancy and changing nature of science makes it a natural topic of focus for mass media outlets. Science teachers
and students can capitalize on this wealth of scientific information to explore socio-scientific and sustainability issues;
however, without a lens on how those media are created and how representations of science are constructed through media, the
use of mass media in the science classroom may be risky. Limited research has explored how science teachers naturally use
mass media to explore scientific issues in the classroom or how mass media is used to address potential overlaps between socio-scientific-issue
based instruction and education for sustainability. This naturalistic study investigated the reported and actual classroom
uses of mass media by secondary science teachers’ to explore socio-scientific and sustainability issues as well as the extent
to which their instructional approaches did or did not overlap with frameworks for SSI-based instruction, education for sustainability,
and media literacy education. The results of this study suggest that secondary science teachers use mass media to explore
socio-scientific and sustainability issues, but their use of frameworks aligned with SSI-based, education for sustainability,
and media literacy education was limited. This paper provides suggestions for how we, as science educators and researchers,
can advance a teaching and learning agenda for encouraging instruction that more fully utilizes the potential of mass media
to explore socio-scientific issues in line with perspectives from education for sustainability. 相似文献
19.
Thirty-five elementary teachers participated in a yearlong professional development (PD) program that was designed to foster a culture of on-going teacher learning to promote the co-development of science and language literacy for English language learners (ELL). An explanatory design methodology was used to determine the degree to which science and language literacy co-developed. The research question guiding this study was: In what ways did the yearlong PD science program support teachers at 10 elementary schools to become more knowledgeable about fostering science literacy and its role in co-developing language literacy (e.g. reading, writing, listening, and speaking) for ELL? The measurable and significant gains on the quantitative mandated state science and reading tests and the analysis of qualitative teaching episodes led to the conclusion that demonstrated the synergy between science learning and language learning – as one increased, so did the other. 相似文献
20.
Alexandra O. Santau Walter Secada Jaime Maerten‐Rivera Neporcha Cone Okhee Lee 《International Journal of Science Education》2013,35(15):2007-2032
The study examined US elementary teachers’ knowledge and practices in four key domains of science instruction with English language learning (ELL) students. The four domains included: (1) teachers’ knowledge of science content, (2) teaching practices to promote scientific understanding, (3) teaching practices to promote scientific inquiry, and (4) teaching practices to support English language development during science instruction. The study was part of a larger five‐year research and development intervention aimed at promoting science and literacy achievement of ELL students in urban elementary schools. It involved 32 third grade, 21 fourth grade, and 17 fifth grade teachers participating in the first‐year implementation of the intervention. Based on teachers’ questionnaire responses and classroom observation ratings, results indicated that (1) teachers’ knowledge and practices were within the bounds of acceptability but short of reform‐oriented practices and (2) grade‐level differences existed, especially between Grades 3 and 5. 相似文献