Sarah K. Braden, B. Wassell, K. Scantlebury, Alex Grover
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引用次数: 17
Abstract
ABSTRACT Increases in the number of English language learner (ELL) students in the United States has led to a significant need for research that explores teaching and learning for ELL students in science and other content-area classrooms. This qualitative study investigated middle-school ELL students’ (N = 12) beliefs and practices surrounding science learning. We explore the instructional opportunities that are lost when teachers do not take student voice into consideration when designing and implementing curricula. We contextualize these findings by relating them to a commonly used instructional model for integrating language and content instruction. We conclude with implications for teacher education and in-service teacher professional development.
期刊介绍：
Language & Education provides a forum for the discussion of recent topics and issues in the language disciplines which have an immediate bearing upon thought and practice in education. Articles draw from their subject matter important and well-communicated implications for one or more of the following: curriculum, pedagogy or evaluation in education. The task of the Journal is to encourage language specialists and language in education researchers to organise and present their material in such a way as to highlight its educational implications, thereby influencing educational theorists and practitioners and therefore educational outcomes for individual children.
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