Lost in Translation: Negotiating Meaning in a Beginning ESOL Science Classroom

Autor/inn/en	Luykx, Aurolyn; Lee, Okhee; Edwards, Una
Titel	Lost in Translation: Negotiating Meaning in a Beginning ESOL Science Classroom
Quelle	In: Educational Policy, 22 (2008) 5, S.640-674 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904807307062
Schlagwörter	Ideology; Educational Practices; Monolingualism; Grade 4; English (Second Language); Science Instruction; Grade 3; Elementary School Students; Teaching Methods; Bilingualism; Team Teaching; Language Proficiency; Classroom Communication; Language Usage; Scientific Concepts; Elementary School Science; English Only Movement + Suchen Sie Ihr Suchwort? Ideologie; Bildungspraxis; School year 04; 4. Schuljahr; Schuljahr 04; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 03; 3. Schuljahr; Schuljahr 03; Teaching method; Lehrmethode; Unterrichtsmethode; Bilingualismus; Teamteaching; Language skill; Language skills; Sprachkompetenz; Klassengespräch; Sprachgebrauch
Abstract	Language ideologies shape educational practices in ways that can either limit or expand students' engagement with academic content. This article examines science lessons with third and fourth grade English for Speakers of Other Languages (ESOL) students, focusing on (a) regular lessons, in which the monolingual teacher speaks English while a bilingual coteacher interprets, and (b) an atypical lesson without the coteacher, in which the teacher relies on a few, more English-proficient students to interpret for the others. Analysis of classroom discourse suggests an underlying ideology that views languages as neutral, semantically equivalent vehicles for science concepts that are themselves viewed as independent of language and context. This ideology must be critically examined if educational policy and practice are to productively engage the interpretive work demanded of ESOL students in science classrooms. (Contains 3 excerpts and 12 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10