Myths about English Language Learning

Autor/inn/en	Medina-Jerez, William; Campbell, Todd
Titel	Myths about English Language Learning
Quelle	In: Science Teacher, 82 (2015) 4, S.53-59 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Leitfaden; Unterricht; Lehrer; Misconceptions; English Language Learners; Second Language Learning; Science Teachers; Teacher Attitudes; Masters Programs; Educational Practices; Vocabulary; Prior Learning; Scaffolding (Teaching Technique); Science Instruction; Texas (El Paso) + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Missverständnis; Zweitsprachenerwerb; Science; Science teacher; Wissenschaft; Lehrer; Lehrerverhalten; Magister course; Magisterstudiengang; Bildungspraxis; Wortschatz; Vorkenntnisse; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	As the ethnic and racial diversity in U.S. classrooms continues to grow, myths about the education of English Language Learners (ELLs) persist, while many teachers feel ill-prepared to meet these students' academic needs. This article focuses on myths shared by in-service science teachers enrolled in a master's program at the University of Texas at El Paso on the Mexican border. The authors asked these teachers to describe at least one myth about second-language acquisition they had encountered. This article discusses their responses and offers strategies teachers can use to address these myths based on the authors' previous work with ELLs and the Project Citizen curriculum (Center for Civic Education 2014). (ERIC).
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	2020/1/01