Science Classroom Interactions and Academic Language Use with English Learners

被引：12

作者：

Garza, Tiberio ^{[1
]}

Huerta, Margarita ^{[2
]}

Spies, Tracy G. ^{[2
]}

Lara-Alecio, Rafael ^{[3
]}

Irby, Beverly J. ^{[4
]}

Tong, Fuhui ^{[3
]}

机构：

[1] Univ Nevada, Dept Educ Psychol & Higher Educ, 4505 S Maryland Pkwy Box 453003, Las Vegas, NV 89154 USA

[2] Univ Nevada, Dept Educ & Clin Studies, 4505 S Maryland Pkwy Box 453014, Las Vegas, NV 89154 USA

[3] Texas A&M Univ, Dept Educ Psychol, 4225 TAMU, College Stn, TX 77843 USA

[4] Texas A&M Univ, Dept Educ Adm & Human Resource Dev, 4226 TAMU, College Stn, TX 77843 USA

来源：

INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION | 2018年 / 16卷 / 08期

基金：

美国国家科学基金会;

关键词：

Academic language; Classroom observation instrument; English learners; Instructional practice; Science education; MIDDLE SCHOOL; LITERACY; INTERVENTION; ACHIEVEMENT; STUDENTS; RESPONSES; NEEDS;

D O I：

10.1007/s10763-017-9855-x

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Academic language is critical for English learners (ELs) to succeed in the science classroom. This study analyzed the instructional practices centered around academic language taking place in eight, fifth-grade classrooms during a grant-funded project. Observational data collected through a classroom observation instrument were analyzed to describe and compare the instructional practices occurring in treatment and control classrooms when teachers and students used academic language. Our findings show both treatment and control classrooms using academic language during the course of the intervention study, but the instruction looked markedly different in each setting. These differences provide valuable insight for practitioners and researchers concerned with the academic language development of ELs in science classrooms.

引用

页码：1499 / 1519

页数：21

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