Negotiation, Embeddedness, and Non-Threatening Learning Environments as Themes of Science and Language Convergence for English Language Learners

Autor/inn/en	Ardasheva, Yuliya; Norton-Meier, Lori; Hand, Brian
Titel	Negotiation, Embeddedness, and Non-Threatening Learning Environments as Themes of Science and Language Convergence for English Language Learners
Quelle	In: Studies in Science Education, 51 (2015) 2, S.201-249 (49 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7267
DOI	10.1080/03057267.2015.1078019
Schlagwörter	Science Instruction; English Language Learners; Teaching Methods; Heuristics; Learning Processes; Classroom Environment; Power Structure; Teacher Student Relationship; Trust (Psychology); Language Usage; Models; Inquiry; Problem Solving; Literature Reviews; Elementary School Science; Secondary School Science + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Heuristik; Learning process; Lernprozess; Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Sprachgebrauch; Analogiemodell; Problemlösen
Abstract	In this review, we explore the notion of teaching science to English language learners (ELLs) as a balancing act between simultaneously focusing on language and content development, on the one hand, and between structuring instruction and focusing on student learning processes, on the other hand. This exploration is conducted through the lens of a theoretical framework embedded in the "Science Writing Heuristic" approach, an approach exemplifying immersive orientation to argument-based inquiry. Three learning processes (learning through the language of science, learning about the language of science and living the language of science) and three classroom structures (collective zone of proximal development, symmetric power and trust relationships and teacher as decision-maker) are explored in relation to learning theories and empirical findings from second language acquisition and science, multicultural and teacher education bodies of work. Three themes-- negotiation, embeddedness and non-threatening learning environments--to inform ELL science education emerged from the review. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01