Determinants in the Choice of Comprehensible Input Strategies in Science Classes

Autor/in	Buri, Crisanta Comia
Titel	Determinants in the Choice of Comprehensible Input Strategies in Science Classes
Quelle	In: Journal of International Education Research, 8 (2012) 1, S.1-18 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-0979
Schlagwörter	Bilingual Education; English (Second Language); Interaction; Verbal Communication; Economically Disadvantaged; Content Area Reading; Second Language Learning; Educational Policy; Language of Instruction; Science Instruction; Language Proficiency; Mathematics Instruction; Science Tests; Teacher Student Relationship; Linguistic Input; Foreign Countries; Philippines + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Interaktion; Sinnerfassendes Lesen; Zweitsprachenerwerb; Politics of education; Bildungspolitik; Teaching language; Unterrichtssprache; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Language skill; Language skills; Sprachkompetenz; Mathematics lessons; Mathematikunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Sprachbildung; Ausland; Philippinen
Abstract	The Bilingual Education Policy, which was launched in 1974 and revised in 1987, has resulted in the limited exposure of Filipino learners to the English language. This is because the policy reversed previous policies and stipulates that in only two content area subjects, namely, Science and Mathematics is English to be used as medium of instruction. The limited exposure to English has been cited as one of the reasons for the declining proficiency in English of Filipino students since the promulgation of the policy (Gonzales, 1986). On the other hand, the use of English as medium of instruction in cognitively demanding subjects such as science and mathematics has also been given as the reason for the poor showing of students and even teachers themselves in nationwide tests in Science (Maminta, 1985). The overall downtrend in student achievement as evidenced by the poor performance on all of the tests has given rise to two issues concerning the policy. First, is the language for initial literacy and the second is the medium of instruction in science and mathematics. These language issues are crucial in as much as language is the primary vehicle of expression and thought exchange in the classroom. Teaching and learning are in fact language tasks carried out largely by means of verbal interaction between teacher and students (Bellack, et al 1966). The exchange of ideas between students and teachers is largely done through language as they talk about concepts in science, mathematics and other content areas. (Contains 7 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10