Powerful Learning Tools for ELLs: Using Native Language, Familiar Examples, and Concept Mapping to Teach English Language Learners

Autor/in	Dong, Yu Ren
Titel	Powerful Learning Tools for ELLs: Using Native Language, Familiar Examples, and Concept Mapping to Teach English Language Learners
Quelle	In: Science Teacher, 80 (2013) 4, S.51-57 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	English Language Learners; Prior Learning; Science Education; Vocabulary Development; Native Language; Literacy; Cultural Awareness; Concept Mapping; Teaching Methods; Science Instruction; High School Students + Suchen Sie Ihr Suchwort? Vorkenntnisse; Naturwissenschaftliche Bildung; Wortschatzarbeit; Alphabetisierung; Schreib- und Lesefähigkeit; Cultural identity; Kulturelle Identität; Concept Map; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	This article highlights how English language learners' (ELLs) prior knowledge can be used to help learn science vocabulary. The article explains that the concept of prior knowledge needs to encompass the ELL student's native language, previous science learning, native literacy skills, and native cultural knowledge and life experiences. Information is provided on how science teachers can use ELL's native languages, culturally familiar experiences, and concept mapping to assist in comprehension. A biome concept map and rubric are presented to help explain ways to better teach ELLs. (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10