Classroom Response System-Mediated Science Learning with English Language Learners

Autor/inn/en	Langman, Juliet; Fies, Carmen
Titel	Classroom Response System-Mediated Science Learning with English Language Learners
Quelle	In: Language and Education, 24 (2010) 2, S.81-99 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
Schlagwörter	Second Language Learning; Educational Technology; Scientific Literacy; English (Second Language); Service Learning; Case Studies; Energy; Classroom Communication; Science Instruction; Discourse Analysis; Teaching Methods; Spanish Speaking; Technology Integration; Teacher Student Relationship; Intervention; High School Students + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Unterrichtsmedien; English as second language; English; Second Language; Englisch als Zweitsprache; Service-Learning; Case study; Fallstudie; Case Study; Energie; Klassengespräch; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	We report on a case study examining the effects of a technology adaptation on patterns of discourse in a sheltered English high school science unit on electricity. The focus here is on how the tool, a classroom response system (CRS), affected access to and participation in classroom discourse with regard to developing science literacy among English language learners (ELLs), in particular Spanish speakers. Results indicate that, with appropriate pedagogies, CRS integration can provide learners with additional opportunities to become active participants and agents in their own learning by supporting teachers in reshaping their discourse patterns. We highlight how the CRS led to greater engagement by supporting a shift in the rhythm and participation structures of discourse. Implications for use in classroom settings by teachers with a range of expertise in instructional technology are provided. (Contains 3 tables, 1 figure and 7 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10