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Autor/inn/enArreguín-Anderson, María G.; Alanis, Iliana
TitelOral Academic Language by Design: Bilingual Pre-Service Teachers' Purposeful Infusion of Paired Strategies during Science Instruction
QuelleIn: Journal of Classroom Interaction, 52 (2017) 2, S.31-44 (14 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0749-4025
SchlagwörterScience Instruction; Preservice Teacher Education; Preservice Teachers; Bilingual Students; Paired Associate Learning; Language Acquisition; Elementary School Science; Field Experience Programs; Curriculum Design; Peer Relationship; Culturally Relevant Education; Oral Language; Learning Strategies; Qualitative Research; Lesson Plans; Transcripts (Written Records); Interviews; Teaching Methods
AbstractThis study explores ways in which university science courses can be infused with opportunities for pre-service teachers to design student student interactions that promote language development and content mastery. Participants included bilingual pre-service teachers enrolled in an elementary science approaches course and its school-based fieldwork component. Participant reflections reveal a positive response to integrating collaborative learning to develop scientific thinking with young bilingual learners. This research lends additional insight into the directions that teacher preparation programs must take to better serve prospective bilingual teachers and an increasingly culturally and linguistically diverse schoolage population. (As Provided).
AnmerkungenUniversity of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: http://www.jciuh.org/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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