Planning Science Instruction for Emergent Bilinguals: Weaving in Rich and Relevant Language Support

Autor/inn/en	Lyon, Edward G.; Mackura, Kelly M.
Titel	Planning Science Instruction for Emergent Bilinguals: Weaving in Rich and Relevant Language Support
Quelle	(2023), (192 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-8077-6809-9
Schlagwörter	Leitfaden; Unterricht; Lehrer; Science Instruction; Bilingualism; Secondary School Teachers; Second Language Learning; Second Language Instruction; Native Language; Educational Planning; Standards; Learning Activities; Literacy; English (Second Language); Units of Study; Curriculum Development; Language Usage; Cooperative Learning; Teaching Methods; Content Area Reading; Content Area Writing + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; Bildungsplanung; Standard; Lernaktivität; Alphabetisierung; Schreib- und Lesefähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Lerneinheit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Sprachgebrauch; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Sinnerfassendes Lesen; Schriftliche Übung
Abstract	This practical resource takes educators through a planning process--from selecting standards to designing learning activities--that weaves together language, literacy, and science in ways that are responsive to emergent bilinguals. Drawing on extensive and current research, the authors show how secondary educators can use students' own language and lived experiences, coupled with authentic science practices, to provide rich and relevant language support. Using a science unit as a shared text, readers will learn how to gather rich knowledge about emergent bilinguals, unpack the ideas and language demands of Next Generation Science Standards, strategically embed language and literacy standards in the curriculum, and sequence learning activities around an anchoring phenomenon, a text, and an assessment. In the process, readers will come away with a repertoire of planning tools and examples of how to support emergent bilinguals in using language to collaborate with others and to interpret and produce texts that are central to learning and doing science. "Planning Science Instruction for Emergent Bilinguals" blends theory and practice so readers understand both how and why this planning process can be used to disrupt social inequity for emergent bilinguals. This book: (1) Describes intentional decisions that educators can make when planning a science unit or learning experience; (2) Shows how to weave together Next Generation Science Standards, Common Core English Language Arts Standards, and language development; (3) Provides a model unit about kelp forest ecosystems to illustrate how theory is translated into practice; (4) Demonstrates how to use emergent bilinguals' assets (linguistic skills, family experiences, personal interests) to create engaging science instruction; and (5) Provides a set of planning tools, including both blank templates and completed examples, to guide educators through the planning process. [Foreword written by George C. Bunch.] (As Provided).
Anmerkungen	Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01