Enhancing Science Learning through Dynamic Bilingual Practices

Autor/inn/en	Evans, Leanne M.; Avila, Antonieta
Titel	Enhancing Science Learning through Dynamic Bilingual Practices
Quelle	In: Childhood Education, 92 (2016) 4, S.290-297 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2016.1208007
Schlagwörter	Science Instruction; Bilingual Education; Multicultural Education; Scientific Literacy; Science Education; Language Acquisition; Emergent Literacy; Bilingual Education Programs; Bilingual Students; Bilingualism; Monolingualism; Metalinguistics; Preschool Children; Young Children; Scientific Concepts; Spanish Speaking + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bilingual teaching; Bilingualer Unterricht; Multikulturelle Erziehung; Naturwissenschaftliche Bildung; Sprachaneignung; Spracherwerb; Frühleseunterricht; Bilingualismus; Metalanguage; Metasprache; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühe Kindheit
Abstract	Language is one of the most important drivers of children's socialization and development of a sense of belonging within their school, community, and culture. For bilingual and multicultural children in particular, language plays a critical role in the development of their identity. If emergent language learners do not feel confident in their bilingual identities, they may find it more challenging to make meaning and construct knowledge in school. Dynamic language practices allow students to flexibly and dynamically shift between their various linguistic and knowledge resources, thus allowing their bilingual identities to thrive. In contrast to practices that restrict the use of the non-dominant language during specific times or while interacting with certain people, the use of dynamic language practices allows children who experience school in more than one language to see that drawing on all of their linguistic resources is a valid method for improving their academic literacy and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01