Let's Talk Biology--Developing a Model for Incorporating English-Speaking Experts into the (Bilingual) Science Classroom

Autor/inn/en	Meyerhöffer, Nina; Dreesmann, Daniel C.
Titel	Let's Talk Biology--Developing a Model for Incorporating English-Speaking Experts into the (Bilingual) Science Classroom
Quelle	In: American Biology Teacher, 81 (2019) 3, S.152-159 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-7685
Schlagwörter	Science Education; Biology; Scientists; Genetics; Cytology; German; English (Second Language); Language of Instruction; Foreign Countries; Value Judgment; Communication (Thought Transfer); Videoconferencing; International Cooperation; Grade 12; High School Students; Germany + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Biologie; Scientist; Wissenschaftler; Humangenetik; Zytologie; Deutscher; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Ausland; Werturteil; Communication; thought; Kommunikation; Gedanke; Internationale Kooperation; Internationale Zusammenarbeit; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Deutschland
Abstract	We present an instructional approach to incorporate into biology lessons an exchange of videos between international practicing scientists and secondary-school students. We validated the approach in German school settings in three curricular contexts: genetics, cell biology, and immunology. The participating students (n = 255) were native speakers of German with a background of English as a foreign language. The three participating scientists, English-speaking experts from the United Kingdom and Uganda, were rooted in different fields that were related to the respective curricular topics. We explain how the video exchange model was developed and evaluate students' comments and suggestions for improvement in a qualitative approach. This is followed by a discussion of implications for future applications. The video exchange was intended to promote English as the language of science in biology lessons. Through personal and genuine insight into science professions, students were able to experience the usefulness of English as a tool for international communication. We argue that the instructional model is applicable to a wide variety of educational contexts, including minority language students and native speakers of English. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01