Methods and Strategies: Using Acorns to Generate an Entire Alphabet. Nature Walks Empower Young Bilingual Learners

Autor/inn/en	Arreguin-Anderson, Maria Guadalupe; Alanis, Iliana; Gonzalez, Irasema Salinas
Titel	Methods and Strategies: Using Acorns to Generate an Entire Alphabet. Nature Walks Empower Young Bilingual Learners
Quelle	In: Science and Children, 53 (2016) 6, S.76-81 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	Leitfaden; Unterricht; Lehrer; Alphabets; Early Childhood Education; Bilingual Education; Outdoor Education; Second Language Learning; Plants (Botany); Language Arts; Preschool Children; Integrated Activities; Language Acquisition; Science Activities; Science Achievement; Cognitive Development; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Buchstabenschrift; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bilingual teaching; Bilingualer Unterricht; Freiluftunterricht; Zweitsprachenerwerb; Pflanze; Sprachkultur; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Integrierender Unterricht; Sprachaneignung; Spracherwerb; Kognitive Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The increasing presence of linguistically diverse young children in U.S. public schools has prompted science educators to recognize the need for approaches that are inclusive and sensitive to students' academic needs. The challenge is to design lessons that provide language support while actively engaging children in authentic scientific inquiry. Scholars suggest that direct access to nature enhances cognitive development and promotes language acquisition for young bilingual learners. Connections with plants and animals, Elizabeth Lawrence (1993) asserted, lay the foundation for cognitive activity. Not only do children acquire knowledge and labels about plants and other live organisms, but they also advance to more complex levels of reasoning. By planning outdoor experiences, teachers can draw on children's innate inclination to engage with nature and to facilitate content and language development, specifically knowledge of the alphabet. This column provides ideas and techniques to enhance your science teaching. In this article, the authors highlight a specific type of approach that focuses on the connections between outdoor experiences and second language development in an early childhood bilingual classroom. This lesson centers on the science standards of plant reproduction and Common Core standards for language arts, including the addition of drawings to descriptions in order to provide details. The activity took place at a child development center with prekindergarten students who embarked on a nature walk. (ERIC).
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	2020/1/01