A Case Study of Dual Language Teaching in Science Class: Implications for Middle Level Teachers
| Autor: | Joan Lachance |
|---|---|
| Rok vydání: | 2018 |
| Předmět: |
Semi-structured interview
teacher preparation Teaching method media_common.quotation_subject Sense of community Self-concept Participant observation middle level science lcsh:LB5-3640 Literacy Education lcsh:Theory and practice of education dual language Dual language ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education English learners Psychology Qualitative research media_common |
| Zdroj: | RMLE Research in Middle Level Education, Vol 41, Iss 5, Pp 1-14 (2018) |
| ISSN: | 1940-4476 |
| DOI: | 10.1080/19404476.2018.1460231 |
| Popis: | Dual language education programs are highly beneficial for literacy and academic language development with all students, especially those who are English learners. School districts nation-wide are attempting to expand K-12 dual language programs, yet teaching and learning for biliteracy development are highly complex processes, especially with middle level learners. Furthermore, there is a severe shortage of dual language teachers, posing great difficulties to efforts to expand programs, especially in middle and secondary schools. This qualitative case study focuses on two middle level teachers’ perspectives regarding the distinct qualities of biliteracy development via the science curriculum and the unique sociocultural aspects of language learning in middle school. The study and its findings also provide insight into how the distinctive qualities of dual language learning in content-based middle level classrooms might influence middle level teacher education programs. |
| Databáze: | OpenAIRE |
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