Blending Language Learning with Science

Autor/in	Bergman, Daniel
Titel	Blending Language Learning with Science
Quelle	In: Science Teacher, 80 (2013) 4, (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Second Language Learning; English (Second Language); Science Instruction; English Language Learners; Teaching Methods; Second Language Instruction; Language Skills; Interdisciplinary Approach; Native Speakers; Teacher Student Relationship; Classroom Communication; Classroom Techniques; Educational Objectives; High School Students; Scoring Rubrics; Scientific Concepts + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Language skill; Sprachkompetenz; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Muttersprachler; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassengespräch; Klassenführung; Educational objective; Bildungsziel; Erziehungsziel; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Scoring formulas; Auswertungsbogen
Abstract	Nearly 10% of American students are identified as "Limited English Proficient" (NCELA 2011). To serve this diverse population of English Language Learners (ELLs), teachers need proven instructional strategies. One prevalent approach is sheltered instruction, defined as "teaching content to English learners in strategic ways that make the subject matter concepts comprehensible while promoting the students' English language development" (Echevarria, Vogt, and Short 2008, p. 5). With sheltered instruction, ELL students can develop their language skills in a regular classroom setting while learning standard subject content along with everyone else. For example, in a science class using sheltered instruction, ELL students are interspersed with native English speakers and are expected to learn science content as well as hone their English language comprehension. This parallel path of learning does not occur automatically: teachers must plan and teach to promote both avenues of education. Yet adding language instruction to a science class does not necessarily require a massive overhaul in teaching methods, either. This article addresses how science inquiry and sheltered instruction strategies can work together. (As Provided).
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