Mapping Vocabulary onto Student Sense-Making: Strategies That Encourage Emergent Bilingual Students to Make Sense of Science

Autor/inn/en	Haverly, Christa; Hossein, Batoul; Richards, Jennifer
Titel	Mapping Vocabulary onto Student Sense-Making: Strategies That Encourage Emergent Bilingual Students to Make Sense of Science
Quelle	In: Science and Children, 59 (2021) 2, S.22-26 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	Bilingual Students; English Language Learners; Vocabulary Development; Science Instruction; Language Skills; Faculty Development; Primary Education; Elementary School Science; Models; Teaching Methods; Elementary School Teachers; Elementary School Students + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Language skill; Sprachkompetenz; Primarbereich; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The population of emergent bilingual students (EBs, or English Language Learners, ELLs) is growing steadily in the United States. One common approach to language instruction for EBs is to expose students to a lesson's content vocabulary before teaching the lesson to build students' word banks and background knowledge. An example of this is the Sheltered Instruction Observation Protocol (SIOP). In this article the authors explore vocabulary instruction in the context of the "Next Generation Science Standards" (NGSS), which center students "doing" science and "figuring out" explanations for scientific phenomena (i.e., engaging in scientific sensemaking) rather than simply learning about science. This instructional shift challenges all teachers, but it may especially challenge teachers of EBs who are trained in strategies like SIOP. With an emphasis on "figuring out," how and when can vocabulary best support students' science learning? Should EBs vocabulary be taught "before" the science lesson, as suggested by SIOP and other language acquisition models? Or should teachers encourage students to work with their own terms and ways of expressing ideas--and for how long? (ERIC).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01