Literaturnachweis - Detailanzeige
Autor/inn/en | González-Carriedo, Ricardo; Bustos, Nancy; Ordóñez, Jorge |
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Titel | Constructivist Approaches in a Dual-Language Classroom |
Quelle | In: Multicultural Perspectives, 18 (2016) 2, S.108-111 (4 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1521-0960 |
DOI | 10.1080/15210960.2016.1159102 |
Schlagwörter | Constructivism (Learning); Bilingual Education; Popular Education; Academic Achievement; Metropolitan Areas; Elementary Education; English Language Learners; Learner Engagement; Teaching Methods; Spanish; Bilingualism; Bilingual Education Programs; Hispanic American Students; Reading Skills; Reading Strategies; Texas Bilingual teaching; Bilingualer Unterricht; Befreiungspädagogik; Schulleistung; Ballungsraum; Elementarunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Spanisch; Bilingualismus; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Reading skill; Lesefertigkeit; Reading strategy; Leselernstufe; Lesetechnik |
Abstract | Dual-language programs are becoming increasingly popular among educators and the public in general. In these programs, students aim at attaining full proficiency in English and another language while reaching an academic achievement at or above grade level. This article describes a series of pedagogical practices in the context of dual-language classrooms. We set the discussion across three defining characteristics of our constructivist perspective: learning as collaboration, teachers as facilitators, and language and culture as intertwined elements in schools. In sum, we postulate that dual-language programs bring equity to schools. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |