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An Exploration of How Secondary Scie...

Davis, Sarah,

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An Exploration of How Secondary Science Teachers Approach Instructional Planning for Emergent Multilingual Learners /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An Exploration of How Secondary Science Teachers Approach Instructional Planning for Emergent Multilingual Learners // Sarah Davis.
作者:	Davis, Sarah,
面頁冊數:	1 electronic resource (159 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-12, Section: A.
Contained By:	Dissertations Abstracts International86-12A.
標題:	Science education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31933943
ISBN:	9798280723290

An Exploration of How Secondary Science Teachers Approach Instructional Planning for Emergent Multilingual Learners /
Davis, Sarah,

An Exploration of How Secondary Science Teachers Approach Instructional Planning for Emergent Multilingual Learners /Sarah Davis. - 1 electronic resource (159 pages)

Source: Dissertations Abstracts International, Volume: 86-12, Section: A.

As the population of Emergent Multilingual Learners (EMLs) has grown across the United States, so too have the demands on general education content teachers who are expected to meet the needs of newly arrived EMLs in their classrooms. Yet few content teachers, especially at the secondary level, have the orientations and preparation necessary to effectively integrate content and language instruction. A growing body of research in the preservice sphere has focused on how universities might prepare teacher candidates for this work, but less is known about how to support teacher growth in the inservice realm. Additionally, there is only limited research available that is specific to content areas and to the secondary level. The purpose of this study was to explore how high school science teachers, specifically in biology, view the intersection of content and language in their discipline and how they approach lesson planning for EMLs. The study aimed to illuminate the internal orientations and observable skills of four experienced teachers from schools with varying EML percentages. Data were collected through a survey, a constructed lesson planning task, and a semi-structured interview. Overall, findings indicate that secondary science teachers need opportunities to develop specific aspects of teacher language awareness that promote both language learning and content understanding. This study recommends a curriculum-embedded approach to professional learning that focuses on developing a functional understanding of disciplinary language.

English

ISBN: 9798280723290Subjects--Topical Terms:

521340
Science education.
Subjects--Index Terms:

Emergent Multilingual Learners

An Exploration of How Secondary Science Teachers Approach Instructional Planning for Emergent Multilingual Learners /
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