Developing Academic Language and Content for Emergent Bilinguals through a Science Inquiry Unit

Autor/inn/en	Mercuri, Sandra; Ebe, Ann E.
Titel	Developing Academic Language and Content for Emergent Bilinguals through a Science Inquiry Unit
Quelle	In: Journal of Multilingual Education Research, 2 (2011), S.81-102, Artikel 6 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-4799
Schlagwörter	Bilingual Education; Teaching Methods; Units of Study; Inquiry; Science Instruction; Language of Instruction; Course Content; Standards; Academic Discourse; Spanish; English (Second Language); Second Language Learning; Second Language Instruction; Guidelines; Instructional Effectiveness; Grade 3; Elementary School Teachers; Teacher Expectations of Students; Native Language Instruction; Observation; Interviews; Teacher Attitudes; California + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lerneinheit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching language; Unterrichtssprache; Kursprogramm; Standard; Discourse; Diskurs; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Richtlinien; Unterrichtserfolg; School year 03; 3. Schuljahr; Schuljahr 03; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Native language education; Muttersprachlicher Unterricht; Beobachtung; Interviewing; Interviewtechnik; Lehrerverhalten; Kalifornien
Abstract	There is growing evidence that schools are not meeting the needs of emergent bilinguals who are falling behind in both academic language development and content knowledge learning. In response to this concern, this article proposes five research-based guidelines for promoting effective instruction for emergent bilinguals. In order to connect theory to practice, implementation of these guidelines is explored through a descriptive study, within a qualitative paradigm, involving Jessica, a Spanish/English bilingual third-grade teacher. Through a description of her science inquiry unit on water, the authors outline how Jessica's instruction reflected the five guidelines. The analysis of her instruction revealed that Jessica developed a standards-based, challenging and enriching inquiry-based curriculum; had high expectations for all of her students and capitalized on their background knowledge and experiences; used a variety of strategies to foster the development of both language and content; created an environment that valued and supported primary language development; and focused on teaching academic language in both English and Spanish. (As Provided).
Anmerkungen	New York State Association for Bilingual Education. 726 Broadway 5th Floor, New York, NY 10003. Tel: 718-817-5875; e-mail: jmer@fordham.edu; Web site: https://fordham.bepress.com/jmer/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01