Literaturnachweis - Detailanzeige
| Autor/in | Rinnemaa, Pantea |
|---|---|
| Titel | Adolescents' Learning of Civics in Linguistically Diverse Classrooms: A Thematic Literature Review |
| Quelle | In: Journal of Social Science Education, 22 (2023) 1, (27 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1611-9665 |
| Schlagwörter | Second Language Learning; Civics; Citizenship Education; Literacy; Multiple Literacies; Elementary Secondary Education; Prior Learning; Student Experience; Learner Engagement; Language Proficiency; Teacher Influence |
| Abstract | Purpose: This article explores the interrelationship between second-language students' literacy development and civics learning in studies focusing on L2 students' civics learning. Design/methodology/approach: The conceptual framework and the analytical tool in this thematic literature review consists of a four-field model in which the four key components of a. literacy abilities, b. disciplinary literacy abilities, c. prior knowledge, and d. content-area knowledge are in focus. Findings: It is suggested that an interaction between the four components (a-d) could support the students' civics learning and literacy development. Civics teachers play a crucial role in making the content knowledge comprehensible. Second-language students' language- and content-related difficulties are better understood in connection to the civics tasks and activities that they work with in civics classrooms. Practical implications: This article addresses issues of continuous education in civics for teachers in L2 civics classrooms. (As Provided). |
| Anmerkungen | Journal of Social Science Education. Bielefeld University Faculty of Sociology, Universitätsstraße 25, 33615 Bielefeld, Germany. Tel: +49-521-106-3985; Fax: +49-521-106-153986; e-mail: info@jsse.org; Web site: http://www.jsse.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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