Teaching Science to English Language Learners: Building on Students' StrengthsAnn S. Rosebery, Beth Warren 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. |
Contents
| 1 | |
Science Talks | 13 |
Using Students Conversational Styles | 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 |
| 193 | |
Common terms and phrases
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
Popular passages
Page 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.
Page 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.