Assessing Bilingual Knowledge Organization in Secondary Science Classrooms

Autor/in	Wu, Jason S.
Titel	Assessing Bilingual Knowledge Organization in Secondary Science Classrooms
Quelle	(2017), (116 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Columbia University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3697-1733-4
Schlagwörter	Hochschulschrift; Dissertation; Bilingualism; Spanish; Language Proficiency; Correlation; Recall (Psychology); Science Instruction; English (Second Language); Second Language Learning; Biology; High School Students; Language Usage; Student Surveys; Student Attitudes; Epistemology; New York (New York) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bilingualismus; Spanisch; Language skill; Language skills; Sprachkompetenz; Korrelation; Abberufung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Biologie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sprachgebrauch; Schülerbefragung; Schülerverhalten; Erkenntnistheorie
Abstract	Improving outcomes for English language learners (ELLs) in secondary science remains an area of high need. The purpose of this study is to investigate bilingual knowledge organization in secondary science classrooms. This study involved thirty-nine bilingual students in three biology classes at a public high school in The Bronx, New York City. Methods included an in-class survey on language use, a science content and English proficiency exam, and bilingual free-recalls. Fourteen students participated in bilingual free-recalls which involved a semi-structured process of oral recall of information learned in science class. Free-recall was conducted in both English and Spanish and analyzed using flow-map methods. Novel methods were developed to quantify and visualize the elaboration and mobilization of ideas shared across languages. It was found that bilingual narratives displayed similar levels of organizational complexity across languages, though English recalls tended to be longer. English proficiency was correlated with narrative complexity in English. There was a high degree of elaboration on concepts shared across languages. Finally, higher Spanish proficiency correlated well with greater overlapping elaboration across languages. These findings are discussed in light of current cognitive theory before presenting the study's limitations and future directions of research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01