Teaching Science to ELLs, Part II

Autor/inn/en	Castaneda, Martha; Bautista, Nazan
Titel	Teaching Science to ELLs, Part II
Quelle	In: Science Teacher, 78 (2011) 3, S.40-44 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Second Language Learning; Science Teachers; English (Second Language); Science Education; Teaching Methods; Instructional Effectiveness; Student Evaluation; Language Proficiency; Evaluation Methods; Reading Skills; Writing Skills; Listening Skills; Knowledge Level; Portfolio Assessment; Classroom Techniques + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Schulnote; Studentische Bewertung; Language skill; Language skills; Sprachkompetenz; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Wissensbasis; Portfoliobeurteilung; Klassenführung
Abstract	Despite the burgeoning numbers of English language learners (ELLs) in our schools, many science teachers have little training in meeting their specialized needs. By the year 2010, it is estimated that 40% of K-12 classrooms in the United States will contain nonnative English speakers with varying levels of proficiency (Thomas and Collier 2002). Since the academic success of ELLs depends on effective instruction and assessment in the mainstream classroom, it is imperative that teachers have proven strategies for working with ELLs. Part II of this two-part article provides four classroom-based assessment strategies for science teachers. (Contains 2 figures.) [For Part I, see EJ921642.] (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10