Teaching Science to English Language Learners: Building on Students' StrengthsAnn S. Rosebery, Beth Warren NSTA Press, 2008 - 199 páginas Combines research findings with classroom vignettes and the perspectives of teachers. Mastering the principles outlined in the book will give any teacher a broad base of knowledge from which to draw. But the book also urges you to think deeply about the roles of diversity. It offers valuable information for reflecting on, experimenting with, and adapting your instructional practices. |
Contenido
| 1 | |
| 13 | |
| 21 | |
Encouraging Students Imagination | 31 |
Using Everyday Experience to Teach Science | 39 |
Using Students Experience to Understand Science | 51 |
What Is Academic Language? | 57 |
What Is the Vocabulary of Science? | 71 |
Learning a Second Language | 107 |
Using Two Languages to Learn Science | 119 |
Learning a Second Language | 125 |
Programs for Teaching English Language Learners | 129 |
Programs for Teaching English Language Learners | 147 |
Creating Culturally Responsive Learning Communities | 151 |
Creating Culturally Responsive Learning Communities | 163 |
What Is Equity in Science Education? | 167 |
Vocabulary | 85 |
What Is Culture? | 89 |
Using Students Cultural Resources in Teaching | 99 |
What Is Culture? | 103 |
What Is Equity in Science Education? | 183 |
Reconceptualizing Diversity in the Science Classroom | 187 |
Contributors | 191 |
Index | 193 |
Términos y frases comunes
academic language academic styles African American Amigos School Archimedes asked Ballenger bay odyans bilingual Cambridge challenge Chapter Chèche Konnen Center chil child children learn concepts conversational styles culture curriculum demic dents discussion diverse backgrounds dren educa ence engage English language learners enlightened self-interest Essay everyday experience example grade groups Haiti Haitian Creole Hispanic Hudicourt-Barnes ideas important instruction intellectual knowledge Learning a Second learning science linguistic lish language learners literacy mathematics meaning ment newcomer Ogonowski participate plant practices proficiency programs questions Responsive Learning Communities rience role Rosebery science classroom Science Education science learning science talks scientific scientists second language share Sheltered instruction social Spanish styles of language Teach Science teachers teaching and learning Teaching English Language TERC tier-three tier-two words tion tive understand vocabulary Warren water cycle
Pasajes populares
Página 8 - I found that the more I worked with them, the bigger and bigger [the chromosomes] got, and when I was really working with them I wasn't outside, I was down there. I was part of the system.
Página 91 - CIVILIZATION, taken in its wide ethnographic sense, is that complex whole which includes knowledge, belief, art, morals, law, custom, and any other capabilities and habits acquired by man as a member of society.
Página 60 - Martin 1990: p. 93): The destruction of a land surface by the combined effects of abrasion and removal of weathered material by transporting agents is called erosion . . . The production of rock waste by mechanical processes and chemical changes is called weathering. Again, one can certainly understand this at some literal word-by-word, sentence-by-sentence way. However, this is not "everyday
Página 59 - ... the theory that predator and prey evolve together by shaping each other). Note also, in this regard, the earlier 'host plants' in the preceding sentence, rather than the 'vines' of the popular passage. In the second sentence, the butterflies are referred to as 'a host-restricted group of insect herbivores...
Página 59 - Experiments show that Heliconius butterflies are less likely to oviposit on host plants that possess eggs or egg-like structures. These egg-mimics are an unambiguous example of a plant trait evolved in response to a hostrestricted group of insect herbivores.
Página 59 - Host-restricted group of insect herbivores then refers both to the relationship between plant and insect that is at the heart of the theory of coevolution and to the methodological technique of picking plants and insects that are restricted to each other so as to "control" for other sorts of interactions.
Página 4 - Both literally and figuratively, her "feeling for the organism" has extended her vision. At the same time, it has sustained her through a lifetime of lonely endeavor, unrelieved by the solace of human intimacy or even by the embrace of her profession. Good science cannot proceed without a deep emotional investment on the part of the scientist. It is that emotional investment that provides the motivating force for the endless hours of intense, often grueling, labor.
Página 96 - On the contrary, it is posited as central to any political practice that takes up questions of how individuals learn, how knowledge is produced, and how subject positions are constructed. In this context, pedagogical practice refers to forms of cultural production that are inextricably historical and political. Pedagogy is, in part, a technology of power, language, and practice that produces and legitimates forms of moral and political regulation that construct and offer...
Página 59 - ... co-evolution' of predator and prey (that is, the theory that predator and prey evolve together by shaping each other). Note also, in this regard, the earlier 'host plants' in the preceding sentence, rather than the 'vines
Página 89 - Do you think he might have a learning problem? Some of these children who don't have such high intelligence have trouble stopping themselves. They don't know when to stop talking