Language for Science: Preservice Teachers Develop Science Concepts Through Language Study

Leckie, Alisa; Wall, Amanda

doi:10.1080/1046560x.2017.1361727

Cited by 5 publications

(4 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In particular, the connection between STEM content knowledge and a focus on language development (cf., Leckie and Wall, 2017) was crucial, as reported by participating teachers. This study also supports our operationalization of inclusive STEM teaching from a language perspective.…”

Section: Discussionmentioning

confidence: 78%

“…Rather than viewing (second) language development as a remedial endeavor taking place outside the mainstream classroom (as criticized by García, 1988), we centralized subject-specific language development within the mainstream content classroom (Bravo et al, 2014). Such content-based approaches have been argued to not only contribute to (all) pupils' language and content knowledge development simultaneously (Karlsson et al, 2019;Leckie and Wall, 2017;Rutt and Mumba, 2020), but to also reduce the achievement gap between native speakers and migrant pupils in the classroom (Gibbons, 2009). Research has yielded several strategies that have proven successful in promoting language development in the subjects.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Inclusive STEM Teaching from a Language Perspective: Teacher Learning in a Professional Development Program

Smit,

Chisari,

Kouns

et al. 2023

European Journal of STEM Education

View full text Add to dashboard Cite

Worldwide, pupils with migrant backgrounds do not participate in school STEM subjects as successfully as their peers. Migrant pupils’ subject-specific language proficiency lags behind, which hinders participation and learning. Primary teachers experience difficulty in teaching STEM as well as promoting required language development. This study investigates how a professional development program (PDP) focusing on inclusive STEM teaching can promote teacher learning of language-promoting strategies (promoting interaction, scaffolding language and using multilingual resources). Participants were five case study teachers in multilingual schools in the Netherlands (N = 2), Sweden (N = 1) and Norway (N = 2), who taught in primary classrooms with migrant pupils. The PDP focused on three STEM units (sound, maintenance, plant growth) and language-promoting strategies. To trace teachers’ learning, three interviews were conducted with each of the five teachers (one after each unit). The teachers also filled in digital logs (one after each unit). The interviews showed positive changes in teachers’ awareness, beliefs and attitudes towards language-supporting strategies. However, changes in practice and intentions for practice were reported to a lesser extent. This study shows that a PDP can be an effective starting point for teacher learning regarding inclusive STEM teaching. It also illuminates possible enablers (e.g., fostering language awareness) or hinderers (e.g., teachers’ limited STEM knowledge) to be considered in future PDP design.

show abstract

Section: Discussionmentioning

confidence: 78%

Section: Introductionmentioning

confidence: 99%

Inclusive STEM Teaching from a Language Perspective: Teacher Learning in a Professional Development Program

Smit,

Chisari,

Kouns

et al. 2023

European Journal of STEM Education

View full text Add to dashboard Cite

show abstract

“…We were looking for the chain of support that led participants to acknowledge the CCC in their learning and/or teaching. With these criteria, we identified very few articles that made the CCCs explicit to students (e.g., Aguiar et al, 2018; Barth‐Cohen & Wittmann, 2017; Fick, 2018; Kohn et al, 2018a; Kohn et al, 2018b; Lamar et al, 2018; Leckie & Wall, 2017; Tripto et al, 2016). An example of an article that did make the CCCs explicit to students is Leckie and Wall (2017), who described how one teacher made the connections between CE explicit to students in their academic writing.…”

Section: Resultsmentioning

confidence: 99%

“…With these criteria, we identified very few articles that made the CCCs explicit to students (e.g., Aguiar et al, 2018; Barth‐Cohen & Wittmann, 2017; Fick, 2018; Kohn et al, 2018a; Kohn et al, 2018b; Lamar et al, 2018; Leckie & Wall, 2017; Tripto et al, 2016). An example of an article that did make the CCCs explicit to students is Leckie and Wall (2017), who described how one teacher made the connections between CE explicit to students in their academic writing. Some articles did describe explicitly supporting preservice (e.g., Richmond et al, 2016) or in‐service teachers (e.g., Criswell et al, 2018; Roseman et al, 2017) with using the CCCs.…”

Section: Resultsmentioning

confidence: 99%

A review of literature that uses the lens of the next generation science crosscutting concepts: 2012–2019

Fick

Arias

2022

J Res Sci Teach

View full text Add to dashboard Cite

New reforms in science education call for threedimensional learning by integrating disciplinary core ideas, science and engineering practices, and crosscutting concepts (CCCs). These reforms defined the new term, crosscutting concept (CCC), as a lens that has explanatory power across disciplines. To describe how researchers are examining and using the CCCs related to science teaching and learning, a literature review was conducted to identify articles that included the term "crosscutting concept" since its introduction in 2012. The articles were narrowed to those that use the term CCC as a component of the framing, analysis, findings, or discussion of their empirical or nonempirical article. A subset of the identified papers elaborated on the CCCs beyond existing policy documents and references. These papers were open-coded to identify themes in how the CCCs were used. The identified themes suggest that the CCCs are useful for science teaching, learning, and research in terms of creating opportunities to learn, connecting to the big idea, linking to practice, drawing on funds of knowledge, and connecting across topics and disciplines. These themes were analyzed to identify areas of existing focus and those in need of additional research. This synthesis of the literature has implications for using and studying

show abstract

“I Don’t Speak Science”: Preparing Monolingual Teachers to Work with Multilingual Learners

Reyes

Brkich

2021

Springer International Handbooks of Education

View full text Add to dashboard Cite

Language for Science: Preservice Teachers Develop Science Concepts Through Language Study

Cited by 5 publications

References 25 publications

Inclusive STEM Teaching from a Language Perspective: Teacher Learning in a Professional Development Program

Inclusive STEM Teaching from a Language Perspective: Teacher Learning in a Professional Development Program

A review of literature that uses the lens of the next generation science crosscutting concepts: 2012–2019

“I Don’t Speak Science”: Preparing Monolingual Teachers to Work with Multilingual Learners

Contact Info

Product

Resources

About