"We're Actually Teaching Science!": A Partnership Approach to Investigating a New Model for Embedding Language in Science

Autor/inn/en	Ralston, Nicole; Shortino, Mary; Smith, Rebecca; Waggoner, Jacqueline
Titel	"We're Actually Teaching Science!": A Partnership Approach to Investigating a New Model for Embedding Language in Science
Quelle	In: School-University Partnerships, 14 (2021) 1, S.45-55 (11 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7125
Schlagwörter	Science Instruction; Interdisciplinary Approach; Bilingual Students; Elementary School Teachers; College School Cooperation; Language Proficiency; Partnerships in Education; Program Effectiveness; Knowledge Level; STEM Education; Teacher Attitudes; English Language Learners; Second Language Learning; Oregon + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Language skill; Language skills; Sprachkompetenz; Hochschulpartnerschaft; Wissensbasis; STEM; Lehrerverhalten; Zweitsprachenerwerb
Abstract	Due to a lack of science instruction and a need to serve an increasing number of students identifying as Emerging Bilingual, one school district in Oregon sought to develop a new method of integrating science and language instruction. In the model, all teachers taught science with embedded language instruction, three to four days a week, to every K-5 student, during a specific, dedicated time of the school day. This initiative sought to build science content knowledge and language proficiency simultaneously through science investigations that put language as the integral component to learning. The research was designed in collaboration with a local university as part of a long-term research-practice partnership with the goal to understand, refine, and repeat the initiative using a reflective, triangulated case study approach. The partnership utilized three rounds of teacher surveys, teacher interviews, and quantitative analyses of student science standardized test scores to understand how science investigations could build science content knowledge and language proficiency simultaneously. Results showed that the innovative initiative increased the quantity of science teaching in the district, may have increased students' science knowledge, but results also showed that improvements to the model are needed. (As Provided).
Anmerkungen	National Association for Professional Development Schools. 1300 Pennsylvania Avenue NW #190-611, Washington, DC 20004. Tel: 855-936-2737; e-mail: Info@napds.org; Web site: https://napds.org/publications-resources-from-napds/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01