Promoting Science Among English Language Learners: Professional Development for Today’s Culturally and Linguistically Diverse Classrooms

Vocabulary Development in Science: Studying a Middle School Sheltered Classroom

“…In the field of EL science education, researchers realize the importance of literacy development to foster science understanding (Amaral et al, 2002;Buxton, Lee, & Santau, 2008;Lara-Alecio et al, 2012;Santau et al, 2011;Santau et al, 2010;Shanahan & Shea, 2012). Lemke (1990) proposed that students need to "speak at greater length (in monologue and dialogue)" (p. 168), because talking science not only helps the students to polish their scientific ISSN 2377-3936 2017 understanding but also aids their language acquisition.…”

“…Current literature about science education for ELs generally focuses on students' science achievement by relying on the quantitative data, such as test scores (Amaral et al, 2002;Buxton et al, 2008;Lara-Alecio et al, 2012;Santau et al, 2011;Santau et al, 2010;Shanahan & Shea, 2012). In order to understand how science language develops in classroom settings, future research that specifically looks at actual classroom practices may be desired.…”

Revisiting the Authoritative–Dialogic Tension in Inquiry-Based Elementary Science Teacher Questioning

“…This study draws on a subset of qualitative data from a curricular and teacher professional development intervention for fifth-grade inquiry-based science and language development (Buxton, Lee, & Santau, 2008). The intervention was developed with the goal of providing both language minority and native English-speaking students with a science curriculum that engages them in inquiry-based science learning and language development, while simultaneously preparing them for standardized state assessments in science content knowledge (Buxton et al, 2008).…”

“…The intervention was developed with the goal of providing both language minority and native English-speaking students with a science curriculum that engages them in inquiry-based science learning and language development, while simultaneously preparing them for standardized state assessments in science content knowledge (Buxton et al, 2008). At the time of this study, the intervention was in its first of three years of implementation as a scale-up project in fifth-grade classrooms throughout a large southeastern state.…”

Lesson Study som tilnærming i universitetspedagogikkenog språkstøttende naturfagundervisning i grunnskolelærerutdanningen

“…Özerk (2009) sier skolen trenger gode praksiseksempler som kan gi nye kunnskaper om hvordan laerere kan tilpasse undervisningen, spesielt for minoritetsspråklige elever. I norsk sammenheng defineres disse elevene som elever med et annet morsmål enn norsk og samisk (Barne-, likestillings-og integreringsdepartementet, 2012).…”