Collaborative online projects for English language learners in science

Terrazas-Arellanes, Fatima E.; Knox, Carolyn; Rivas, Carmen

doi:10.1007/s11422-013-9521-8

Cited by 7 publications

(6 citation statements)

References 12 publications

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“…10; help the student to study science. The results support the finding of Mantzicopoulosm and Patrick (2011) and Terrazas-Arellanes et al (2013) in the development of science textbook. These results has to be use to encourage chemistry teachers and othe teachers to make innovation onto the learning material as it has been proven that innovative learning material can improve student achievements and be able to motivate the student to learn independently.…”

Section: Discussionsupporting

confidence: 89%

“…Bilingual learning material in the format of textbook or module provide learning instruction that can help the student to study science (Mantzicopoulosm & Patrick, 2011;Terrazas-Arellanes et al, 2013;Wood & Lewthwaite, 2008), or mathematics (Lim & Presmeg, 2011;Zahner, 2015). Good science textbook contains the www.ccsenet.org/ies International Education Studies Vol.…”

Section: Text Book As Teaching Mediamentioning

confidence: 99%

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The Development of Innovative Chemistry Learning Material for Bilingual Senior High School Students in Indonesia

Situmorang

Sitorus

Hutabarat

et al. 2015

IES

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The development of innovative chemistry learning material for bilingual Senior High School (SHS) students in Indonesia is explained. The study is aimed to obtain an innovative chemistry learning material based on national curriculum in Indonesia to be used as a learning media in the teaching and learning activities. The learning material is developed by enhancing the chemistry topics to meet the requirement of a national curriculum followed by integration of laboratory experiments, learning media, and contextual application of the relevant chemistry topics. The material is then designed in printed and electronic bases. The performance of developed chemistry material is standardized to meet good quality learning material for class purposes. The results showed that the performance of developed chemistry materials is categorized as very good. The developed learning material is found effective to be used in teaching and learning process, and be able to motivate the students to learn chemistry. The facilities provided in the material are adequate to guide the student to study chemistry independently that make learning activities moving from teacher centre learning become students centre learning. Students achievements in experimental class (M = 83.0) is found higher than that with control class (M = 73.5), where both are significantly different. There is a positive correlation between the student's motivations with the student's achievement in chemistry subject, where the correlation in experimental class (R² = 0.711) is better than in control class (R² = 0.467).

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Section: Discussionsupporting

confidence: 89%

Section: Text Book As Teaching Mediamentioning

confidence: 99%

The Development of Innovative Chemistry Learning Material for Bilingual Senior High School Students in Indonesia

Situmorang

Sitorus

Hutabarat

et al. 2015

IES

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“…Following the trend in multimodality in science, a small number of studies on multimodal teaching, learning, and assessment for ELLs has also been conducted in different content areas (Ajayi, , , ; Early & Marshall, ; Pandya, ; Terrazas‐Arellanes, Knox, & Rivas, ). For example, Ajayi (2009) studied how 18 junior high school ELLs interpreted a cellular phone advertisement through visual and written representations.…”

Section: Literature Reviewmentioning

confidence: 99%

Multimodal teacher input and science learning in a middle school sheltered classroom

Zhang¹

2015

J Res Sci Teach

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This article reports the results of an ethnographic research about the multimodal science discourse in a sixth-grade sheltered classroom involving English Language Learners (ELLs) only. Drawing from the perspective of multimodality, this study examines how science learning is constructed in science lectures through multiple semiotic resources, including oral language, gestures, and visual products. Specifically, the study asks three research questions: 1. What is the nature of multimodal communication between the teacher and students? 2. How does science learning occur in the classroom from a multimodal perspective? and 3. How does language development occur in the classroom? Data include eight months of classroom observation with video and audio recordings, fieldnotes, formal, and informal interviews with the teacher and students, photographs of textbook pages, students' final products, and teacher products. Results show that the gap between the multimodal representation and communication, as well as the disconnection between teacher discourse and student discourse, provides limited evidence of the students' knowledge reconstruction. The gap between the everyday language and scientific language leads to limited language development. The study expands the current knowledge base about ELLs' multimodal classroom experiences in relating to science learning and language development. The results can be used to help both researchers and educators in the future to examine the multimodal instructional design in terms of its effectiveness for science learning. #

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“…Studies on multimodal teaching, learning, and assessment for ELs have been conducted in a variety of content areas (Ajayi, 2008(Ajayi, , 2009(Ajayi, , 2011Angay-Crowder et al, 2013;Britsch, 2010;Pandya, 2012;Terrazas-Arellanes, Knox, & Rivas, 2013;Vinogradova et al, 2011;Zhang, 2016). Research has detailed some benefits of implementing multimodal practices in educating ELs.…”

Section: Multimodal Practices For Elsmentioning

confidence: 99%

Preparing teachers to work with English learners: A multimodal vocabulary mini‐lesson project

Ying

2020

TESOL Journal

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Collaborative online projects for English language learners in science

Cited by 7 publications

References 12 publications

The Development of Innovative Chemistry Learning Material for Bilingual Senior High School Students in Indonesia

The Development of Innovative Chemistry Learning Material for Bilingual Senior High School Students in Indonesia

Multimodal teacher input and science learning in a middle school sheltered classroom

Preparing teachers to work with English learners: A multimodal vocabulary mini‐lesson project

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