Developing Science Literacy for Bilingual Learners: A Framework for Effective Learning

Autor/inn/en	Esquierdo, J. Joy; Almaguer, Isela
Titel	Developing Science Literacy for Bilingual Learners: A Framework for Effective Learning
Quelle	In: Teacher Education and Practice, 25 (2012) 1, S.38-51 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-6459
Schlagwörter	Second Language Learning; Science Instruction; Learning Theories; Bilingualism; Language Proficiency; Scientific Literacy; Teaching Methods; Linguistic Theory; Guidelines; Lesson Plans; Elementary School Students + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Learning theory; Lerntheorie; Bilingualismus; Language skill; Language skills; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Linguistische Theorie; Richtlinien; Lesson planning; Unterrichtsplanung
Abstract	In today's schools, many teachers of bilingual learners find teaching science a challenge. Teachers of bilingual learners tend to focus on increasing second-language proficiency and not on science literacy. When second-language development is the target, the development of science literacy can lose priority. This article introduces the framework of how bilingual learners develop knowledge, language, and science literacy simultaneously in the classroom. As teachers begin the planning stages for instruction, they need to obtain a deep understanding of how bilingual learners develop new science literacy by using principles of learning theories, effective pedagogical approaches, and language development theories. Developing science lessons with this framework can have a greater impact on the development of science literacy for bilingual learners. (Contains 1 table and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10