A Case Study of Dual Language Teaching in Science Class: Implications for Middle Level Teachers

Autor/in	Lachance, Joan
Titel	A Case Study of Dual Language Teaching in Science Class: Implications for Middle Level Teachers
Quelle	In: RMLE Online: Research in Middle Level Education, 41 (2018) 5, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4476
DOI	10.1080/19404476.2018.1460231
Schlagwörter	Case Studies; Science Instruction; Qualitative Research; Second Language Learning; Middle School Teachers; Teacher Attitudes; Literacy; Science Curriculum; Sociocultural Patterns; Teacher Education Programs; Teacher Shortage; English (Second Language); Language Minorities; Self Concept; Bilingual Education Programs; Semi Structured Interviews; Participant Observation; Spanish; Sense of Community; Teaching Methods; Middle School Students; Bilingual Teachers; North Carolina + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Qualitative Forschung; Zweitsprachenerwerb; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Alphabetisierung; Schreib- und Lesefähigkeit; Soziokulturelle Theorie; Lehrermangel; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachminderheit; Selbstkonzept; Teilnehmende Beobachtung; Spanisch; Teaching method; Lehrmethode; Unterrichtsmethode; Student; Students; Schüler; Schülerin
Abstract	Dual language education programs are highly beneficial for literacy and academic language development with all students, especially those who are English learners. School districts nation-wide are attempting to expand K-12 dual language programs, yet teaching and learning for biliteracy development are highly complex processes, especially with middle level learners. Furthermore, there is a severe shortage of dual language teachers, posing great difficulties to efforts to expand programs, especially in middle and secondary schools. This qualitative case study focuses on two middle level teachers' perspectives regarding the distinct qualities of biliteracy development via the science curriculum and the unique sociocultural aspects of language learning in middle school. The study and its findings also provide insight into how the distinctive qualities of dual language learning in content-based middle level classrooms might influence middle level teacher education programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01