"A Squirrel Came and Pushed Earth:" Popular Cultural and Scientific Ways of Thinking for ELLs

Autor/in	Ciechanowski, Kathryn M.
Titel	"A Squirrel Came and Pushed Earth:" Popular Cultural and Scientific Ways of Thinking for ELLs
Quelle	In: Reading Teacher, 62 (2009) 7, S.558-568 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1598/RT.62.7.2
Schlagwörter	Textbooks; Popular Culture; English (Second Language); Bilingual Students; Second Language Learning; Grade 3; Urban Schools; Science Instruction; Difficulty Level; Content Analysis; Language Usage + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Popkultur; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; School year 03; 3. Schuljahr; Schuljahr 03; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schwierigkeitsgrad; Inhaltsanalyse; Sprachgebrauch
Abstract	This article reports on a study of how third-grade bilingual students drew from everyday resources, particularly popular culture, in science classes and how the use of these resources shaped how they made sense of academic texts. Six months of data collection in an urban Midwestern school demonstrated that students--especially English-language learners (ELLs)--faced multiple demands from the science texts and instruction. One source of difficulty was the complex science textbook (in English) and instruction heavily based on information from this text. The textbook represented particular ways of thinking and communicating that are specific to the discipline of science; the popular cultural text represented different ways of thinking and talking unique to entertainment-based communities. English-language learners need to learn how to navigate across these multiple textual resources, including explicit attention to the linguistic features that shape these socially-constructed texts. (Contains 3 tables.) (As Provided).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10