Science Teacher Preparation in Content-Based Second Language Acquisition
-15%
portes grátis
Science Teacher Preparation in Content-Based Second Language Acquisition
Oliveira, Alandeom W.; Weinburgh, Molly H.
Springer International Publishing AG
07/2018
387
Mole
Inglês
9783319828442
15 a 20 dias
611
Descrição não disponível.
Introduction: Science Teacher Preparation in Language and Content, Alandeom W. Oliveira, and Molly H. Weinburgh.- Part 1: Pre-service Teacher Preparation.- Cultivating Teacher Knowledge of the Role of Language in Science: A Model of Elementary Grade Pre-Service Teacher Preparation, Marco A. Bravo.- A Language-Based Approach to Content Instruction (LACI) in Science For English Language Learners, Luciana C. de Oliveira.- The Professional Development of Pre-service Teachers in an Integrated Science and Language Acquisition Curriculum with Third-Grade Students, Anita C. Hernandez.- Developing an Adaptive Disposition for Supporting English Language Learners in Science: A Capstone Science Methods Course, Sarah A. Roberts, Julie A. Bianchini, Jin Sook Lee, Sarah Hough, and Stacey L. Carpenter.- Preparing Pre-service Secondary Teachers to Teach Science to English Learners: Theory into Practice, Trish Stoddart, Jorge Solis, Edward G. Lyon, and Sara Tolbert.- Online Professional Learning for Science Teachers of Multilingual Learners, Kara Mitchell Viesca, Elizabeth Mahon, Christopher D. Carson, and the eCALLMS Team.- Preparing Science Teachers for English Learners: A Targeted and Integrated approach to Pre-service Teacher Education, Lara K. Smetana and Amy J. Heineke.- Part 2: In-service Teacher Preparation.- The Integration of English Language Development and Inquiry Science into a Blended Professional Development Design, Susan Gomez Zwiep, and William J. Straits.- Doing and Talking Science: Engaging ELs in the Discourse of the Science and Engineering Practices, Rita MacDonald, Emily Miller, and Sarah Lord.- Academic Language and Literacy in Every Setting (ALLIES+): Strengthening the STEM Learning Ecosystem, Susan O'Hara, Robert Pritchard, Deborah Pitta, Renee Newton, Uyen Do, and Lisa Sullivan.- A Design-based Model of Teacher Professional Learning in the LISELL-B Project, Cory A. Buxton, Martha Allexsaht-Snider, Yainitza Hernandez Rodriguez, Rouhollah Aghasaleh, Lourdes Cardozo-Gaibissa, and Mehtap Kirmaci.- Science Teachers as Architects: Building and Supporting Science-Learning Environments with Emergent Bilingual Students, Max Vazquez Dominguez, Martha Allexsaht-Snider, and Amanda Latimer.- An Alternative Approach to Educating Secondary Science and Mathematics Teachers: Meeting the Needs of Culturally and Linguistically Diverse Youth, Cecilia M. Hernandez, Jamie S. Baker, Christine M. Reyes, and Lida J. Uribe-Florez.- A Functional Approach to 21st Century Science Literacy, Wei Zhang.- Part 3: International Perspectives.- Promoting the Integration of Inquiry Based Science and English Learning in Primary Education through Triadic Partnerships, Mariona Espinet, Laura Valdes-Sanchez, Nuria Carrillo, Laura Farro, Roser Martinez, Nuria Lopez, and Ana Castillon.- Processing Science through Content and Language Integrated Learning (CLIL): A Teacher's Practicum, Margaret Rasulo, Anna De Meo, and Maria De Santo.- Science Workshop: Let their Questions Lead the Way, Sara E. D. Wilmes.- Deaf Students Using Sign Language in Mainstream Science Classrooms, Audrey Cameron, Rachel O'Neill, and Gary Quinn.- Part 4: Science Teacher Preparation.- Epilogue: Emergent Trends and Threads, Alandeom W. Oliveira, and Molly H. Weinburgh.- Author Biographies.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
5R model;Academic conversations;Bilingual students;Content-specific pedagogical models;English language learners;Language educators;Metalinguistic awarenss;Pragmatic awareness;Rhetorical consciousness;Science educators;Science teacher educators;Teacher collaboration and co-teaching model;Translanguaging;science teacher prepration;content and language integrated learning;language and science;science literacy
Introduction: Science Teacher Preparation in Language and Content, Alandeom W. Oliveira, and Molly H. Weinburgh.- Part 1: Pre-service Teacher Preparation.- Cultivating Teacher Knowledge of the Role of Language in Science: A Model of Elementary Grade Pre-Service Teacher Preparation, Marco A. Bravo.- A Language-Based Approach to Content Instruction (LACI) in Science For English Language Learners, Luciana C. de Oliveira.- The Professional Development of Pre-service Teachers in an Integrated Science and Language Acquisition Curriculum with Third-Grade Students, Anita C. Hernandez.- Developing an Adaptive Disposition for Supporting English Language Learners in Science: A Capstone Science Methods Course, Sarah A. Roberts, Julie A. Bianchini, Jin Sook Lee, Sarah Hough, and Stacey L. Carpenter.- Preparing Pre-service Secondary Teachers to Teach Science to English Learners: Theory into Practice, Trish Stoddart, Jorge Solis, Edward G. Lyon, and Sara Tolbert.- Online Professional Learning for Science Teachers of Multilingual Learners, Kara Mitchell Viesca, Elizabeth Mahon, Christopher D. Carson, and the eCALLMS Team.- Preparing Science Teachers for English Learners: A Targeted and Integrated approach to Pre-service Teacher Education, Lara K. Smetana and Amy J. Heineke.- Part 2: In-service Teacher Preparation.- The Integration of English Language Development and Inquiry Science into a Blended Professional Development Design, Susan Gomez Zwiep, and William J. Straits.- Doing and Talking Science: Engaging ELs in the Discourse of the Science and Engineering Practices, Rita MacDonald, Emily Miller, and Sarah Lord.- Academic Language and Literacy in Every Setting (ALLIES+): Strengthening the STEM Learning Ecosystem, Susan O'Hara, Robert Pritchard, Deborah Pitta, Renee Newton, Uyen Do, and Lisa Sullivan.- A Design-based Model of Teacher Professional Learning in the LISELL-B Project, Cory A. Buxton, Martha Allexsaht-Snider, Yainitza Hernandez Rodriguez, Rouhollah Aghasaleh, Lourdes Cardozo-Gaibissa, and Mehtap Kirmaci.- Science Teachers as Architects: Building and Supporting Science-Learning Environments with Emergent Bilingual Students, Max Vazquez Dominguez, Martha Allexsaht-Snider, and Amanda Latimer.- An Alternative Approach to Educating Secondary Science and Mathematics Teachers: Meeting the Needs of Culturally and Linguistically Diverse Youth, Cecilia M. Hernandez, Jamie S. Baker, Christine M. Reyes, and Lida J. Uribe-Florez.- A Functional Approach to 21st Century Science Literacy, Wei Zhang.- Part 3: International Perspectives.- Promoting the Integration of Inquiry Based Science and English Learning in Primary Education through Triadic Partnerships, Mariona Espinet, Laura Valdes-Sanchez, Nuria Carrillo, Laura Farro, Roser Martinez, Nuria Lopez, and Ana Castillon.- Processing Science through Content and Language Integrated Learning (CLIL): A Teacher's Practicum, Margaret Rasulo, Anna De Meo, and Maria De Santo.- Science Workshop: Let their Questions Lead the Way, Sara E. D. Wilmes.- Deaf Students Using Sign Language in Mainstream Science Classrooms, Audrey Cameron, Rachel O'Neill, and Gary Quinn.- Part 4: Science Teacher Preparation.- Epilogue: Emergent Trends and Threads, Alandeom W. Oliveira, and Molly H. Weinburgh.- Author Biographies.
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
5R model;Academic conversations;Bilingual students;Content-specific pedagogical models;English language learners;Language educators;Metalinguistic awarenss;Pragmatic awareness;Rhetorical consciousness;Science educators;Science teacher educators;Teacher collaboration and co-teaching model;Translanguaging;science teacher prepration;content and language integrated learning;language and science;science literacy
