Three Francophone Teachers' Use of Language-Based Activities in Science Classrooms

Autor/inn/en	Rivard, Leonard P.; Levesque, Annabel
Titel	Three Francophone Teachers' Use of Language-Based Activities in Science Classrooms
Quelle	In: Canadian Modern Language Review, 67 (2011) 3, S.323-350 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
DOI	10.3138/cmlr.67.3.323
Schlagwörter	Language Usage; Grade 9; Teaching Methods; Instructional Effectiveness; Science Instruction; French Canadians; Second Language Learning; Case Studies; Language Minorities; Classroom Observation Techniques; Science Achievement; English (Second Language); Thinking Skills; Skill Development; Science Tests; Canada + Suchen Sie Ihr Suchwort? Sprachgebrauch; School year 09; 9. Schuljahr; Schuljahr 09; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Frankokanadier; Zweitsprachenerwerb; Case study; Fallstudie; Case Study; Sprachminderheit; English as second language; English; Second Language; Englisch als Zweitsprache; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Kanada
Abstract	Research suggests that language-based activities should be an integral part of science teaching and learning and that these are even more important in minority-language contexts. The present cross-case study investigates how literacy is enacted in francophone science classrooms. Three francophone teachers were observed while they taught Grade 9 science classes. An observation protocol was used to record instructional events. Most reading was guided by questions while students scanned the textbook for answers. Writing involved few words, short phrases, or copying notes and never included any extended writing. Talking was predominantly used to engage in conversations with the teacher and rarely with peers for knowledge construction. Using more language-based activities has the potential to enhance science learning for minority-language students. Teachers seem willing to use these if provided with support, both through specially developed support materials and through professional development opportunities for enhancing instructional effectiveness. (Contains 3 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10