A Problem-Solving Model for Integrating Science and Language in Bilingual/Bicultural Education. Bilingual Education Paper Series, Vol. 5, No. 1.

Autor/inn/en	Ornstein-Galicia, Jacob L.; Penfield, Joyce
Institution	California State Univ., Los Angeles. Evaluation, Dissemination and Assessment Center.
Titel	A Problem-Solving Model for Integrating Science and Language in Bilingual/Bicultural Education. Bilingual Education Paper Series, Vol. 5, No. 1.
Quelle	(1981), (32 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Leitfaden; Unterricht; Lehrer; Biculturalism; Bilingual Education; Bilingualism; Elementary Education; English (Second Language); Experiential Learning; Immersion Programs; Material Development; Mexican American Education; Models; Science Activities; Second Language Instruction; Spanish; Teacher Developed Materials; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Bikulturalität; Bilingual teaching; Bilingualer Unterricht; Bilingualismus; Elementarunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Experiental learning; Erfahrungsorientiertes Lernen; Immersionsprogramm; Lehrmaterialentwicklung; Analogiemodell; Fremdsprachenunterricht; Spanisch; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	An integrated bilingual science instruction model is described. Intended primarily for Spanish-speaking children in the Southwest, it specifies how the dominant language skills and the second language might be synchronized and be mutually supportive with science learning in a way relevant to the Latino culture. For purposes of discussion and clarification, the integrative model is contrasted with three hypothetical models: the transfer, the balanced bilingual, and the ESL models. It is argued that a problem-solving approach to science instruction with the proper hands-on activities could improve the bilingual/bicultural program by: (1) focusing more on cognitive operations of science; (2) involving the children in actual problem-solving thought processes; and (3) improving skills in both languages. More specifically, the model spells out how skills in both languages can be used in a basically immersion approach, that is, an approach which uses science-oriented materials to teach the second language. Further, the model is directed toward teaching both English and Spanish as second languages through science instruction. Because there is a lack of bilingual science materials appropriate for Southwest Spanish speakers, it is suggested that teachers develop materials from hands-on materials written in English for teacher use. Suggestions are made for this procedure as well as for creation of materials by the teacher. (Author/AMH)
Anmerkungen	Evaluation, Dissemination and Assessment Center, California State University, 5151 State University Drive, Los Angeles, CA 90032 ($2.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC