Toward an Integrated Practice: Facilitating Peer Interactions to Support Language Development in Science

Autor/inn/en	Alvarez, Laura; Capitelli, Sarah; Valdés, Guadalupe; De Loney, Marguerite
Titel	Toward an Integrated Practice: Facilitating Peer Interactions to Support Language Development in Science
Quelle	In: New Educator, 18 (2022) 1-2, S.110-131 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (De Loney, Marguerite)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2022.2035473
Schlagwörter	Dialogs (Language); Language Acquisition; Science Education; Multilingualism; Peer Relationship; Interaction; Grade 5; Science Instruction; Language Usage; English Language Learners; Elementary School Science; Elementary School Students; California + Suchen Sie Ihr Suchwort? Dialog; Dialogs; Dialogue; Dialogues; Sprachaneignung; Spracherwerb; Naturwissenschaftliche Bildung; Mehrsprachigkeit; Multilingualismus; Peer-Beziehungen; Interaktion; School year 05; 5. Schuljahr; Schuljahr 05; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sprachgebrauch; Kalifornien
Abstract	Dialogic, sense-making interactions are critical venues for language development and science learning, particularly for emergent multilingual students. Designing and facilitating such learning opportunities is pedagogically complex work and often requires significant shifts in practice. We report on a design study in which we partnered with 5th grade teachers to pilot inquiry-based science units designed for linguistically diverse classrooms. Through our analysis of classroom videos and teacher interviews, we surfaced ways teachers used the curriculum to create affordances for emergent multilingual students' language use and development, as well as tensions and recurrent "missed affordances" that emerged in their practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01