Bridging Science and Language Development through Interdisciplinary and Interorganizational Collaboration: What Does It Take?

Autor/inn/en	Molle, Daniella; Huang, Weiqiong
Titel	Bridging Science and Language Development through Interdisciplinary and Interorganizational Collaboration: What Does It Take?
Quelle	In: Science Education International, 32 (2021) 2, S.114-124 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2077-2327
Schlagwörter	Interdisciplinary Approach; Science Instruction; Second Language Learning; Second Language Instruction; English (Second Language); Cultural Differences; Educational Quality; Science Teachers; Educational Resources; Multilingualism; Cooperation; Equal Education; Content and Language Integrated Learning; Academic Language; National Organizations; Decision Making; Meetings; Instructional Design + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Kultureller Unterschied; Quality of education; Bildungsqualität; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Bildungsmittel; Mehrsprachigkeit; Multilingualismus; Co-operation; Kooperation; CLIL; Lernkonzept; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Decision-making; Entscheidungsfindung; Meeting; Tagung; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	This study addressed the intractable issue of ensuring that all students, including those who are linguistically and culturally diverse, have access to high quality science education. We explored the efforts of two organizations in the United States (one that supports science teachers and one that focuses on language development) to design resources that can inform science instruction for multilingual learners. We used Bronstein's (2003) framework for interdisciplinary collaboration to shed light on the institutional, program, and interpersonal factors that defined and helped sustain the collaboration between the two organizations. The findings showcase what it takes to integrate equity, science, and language development considerations in resources designed to inform content-area instruction for multilingual learners. The paper adds to the nascent literature on the role of interdisciplinary collaboration in supporting the science education of multilingual students and is unique in its exploration of both the process and the product of this collaboration. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01