Science and EAL Teachers' Perspectives and Practices in Building Word Knowledge in Implementing the New Victorian EAL Curriculum

Autor/inn/en	Filipi, Anna; Nguyen, Minh Hue; Berry, Amanda
Titel	Science and EAL Teachers' Perspectives and Practices in Building Word Knowledge in Implementing the New Victorian EAL Curriculum
Quelle	In: TESOL in Context, 31 (2022) 1, S.75-99 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1030-8385
Schlagwörter	Curriculum Implementation; English (Second Language); Second Language Learning; Vocabulary Development; Language Teachers; Science Teachers; Science Instruction; Interdisciplinary Approach; Culturally Relevant Education; Grade 7; Teacher Attitudes; Foreign Countries; Alignment (Education); Secondary School Teachers; Australia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Wortschatzarbeit; Language teacher; Sprachunterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; School year 07; 7. Schuljahr; Schuljahr 07; Lehrerverhalten; Ausland; Australien
Abstract	The recent implementation of The Victorian Curriculum F-10: EAL requires content teachers who teach EAL students to be familiar with the revised EAL curriculum for the purposes of planning and developing approaches to assist learners' development in English. In the literature and in curriculum frameworks, word knowledge is considered an important aspect of EAL students' learning. However, little is known about what pedagogical practices teachers across the curriculum perceive as being important, and use, in developing EAL students' vocabulary. In this study, we investigated linguistically responsive vocabulary teaching in a Year 7 science class. Our aim was to elucidate teachers' perceptions and practices in teaching vocabulary in science. The qualitative case study drew on principles of linguistically responsive instruction (LRI), which refers to practices for meeting the needs of students in culturally and linguistically diverse classrooms. Analysis of interview and classroom data from an EAL teacher and a science teacher revealed a range of LRI practices for developing word knowledge based on understanding the distinction between conversational and academic language, language learning principles, responsive teacher talk, plurilingual awareness, and the importance of social interaction for learners. We offer recommendations for a whole school approach to LRI, adaptation to online LRI, and curriculum development. (As Provided).
Anmerkungen	Australian Council of TESOL Associations. P.O. Box 2019, Smithfield, New South Wales 2164, Australia. e-mail: actaexec@yahoo.com.au; Web site: http://www.tesol.org.au/Publications/TESOL-in-Context
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01