Science Classroom Interactions and Academic Language Use with English Learners

Autor/inn/en	Garza, Tiberio; Huerta, Margarita; Spies, Tracy G.; Lara-Alecio, Rafael; Irby, Beverly J.; Tong, Fuhui
Titel	Science Classroom Interactions and Academic Language Use with English Learners
Quelle	In: International Journal of Science and Mathematics Education, 16 (2018) 8, S.1499-1519 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huerta, Margarita)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-017-9855-x
Schlagwörter	Science Instruction; Language Usage; Control Groups; Experimental Groups; Intervention; Academic Discourse; English Language Learners; Teaching Methods; Grade 5; Elementary School Students; Classroom Observation Techniques; Comparative Analysis; Classroom Communication; Second Language Learning; English (Second Language) + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sprachgebrauch; Discourse; Diskurs; Teaching method; Lehrmethode; Unterrichtsmethode; School year 05; 5. Schuljahr; Schuljahr 05; Klassengespräch; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Academic language is critical for English learners (ELs) to succeed in the science classroom. This study analyzed the instructional practices centered around academic language taking place in eight, fifth-grade classrooms during a grant-funded project. Observational data collected through a classroom observation instrument were analyzed to describe and compare the instructional practices occurring in treatment and control classrooms when teachers and students used academic language. Our findings show both treatment and control classrooms using academic language during the course of the intervention study, but the instruction looked markedly different in each setting. These differences provide valuable insight for practitioners and researchers concerned with the academic language development of ELs in science classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01