Developing Science-Specific, Technical Vocabulary of High School Newcomer English Learners

Autor/inn/en	Ardasheva, Yuliya; Tretter, Thomas R.
Titel	Developing Science-Specific, Technical Vocabulary of High School Newcomer English Learners
Quelle	In: International Journal of Bilingual Education and Bilingualism, 20 (2017) 3, S.252-271 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2015.1042356
Schlagwörter	Vocabulary Development; Intervention; Teaching Methods; Observation; Literacy Education; Science Instruction; Program Development; Pretests Posttests; Retention (Psychology); English (Second Language); Second Language Learning; Instructional Effectiveness; Curriculum Development; High School Students; Statistical Analysis; Academic Discourse; Semi Structured Interviews; Quasiexperimental Design; Ethnography + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Programmplanung; Merkfähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Unterrichtserfolg; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Statistische Analyse; Discourse; Diskurs; Ethnografie
Abstract	This paper reports on the curriculum development stage for a larger science-literacy intervention for secondary school newcomers enrolled in an urban US school. After providing background to the study, we review literature on effective vocabulary instruction and report on the "Science Vocabulary Support" program development, refinement, and preliminary effectiveness evaluation in a sample of 92 emergent bilinguals. Results indicated that pre-to-post gains in student vocabulary retention were statistically (p < 0.005) and practically (d = 0.59) significant. These results, corroborated by weekly quizzes and interview and observational data, highlight the merit of specifically targeting science-specific, technical vocabulary for instructional interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01