Literaturnachweis - Detailanzeige
Autor/in | Lachance, Joan |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |