科学与语言教学的转变与第二语言学习者

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH
Okhee Lee
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引用次数: 1

摘要

在美国,《K-12科学教育框架》(国家研究委员会,2012年)和《下一代科学标准》(NGSS)为K-12课堂上的所有学生提供了严格的科学标准。由于科学和工程实践(例如,开发模型、根据证据进行论证、构建解释)是语言密集型的,参与这些实践为所有学生,尤其是第二语言学习者提供了语言学习机会和需求。本文的目的是描述受框架和NGSS刺激的科学教学转变,以及受STEM科目中英语学习者所描述的第二语言习得的当代观点影响的语言教学转变(美国国家科学院、工程院和医学院,2018)。本文描述了一个为期一年的五年级科学课程,以说明科学和语言教学的转变是如何相互支持的,以促进严格的科学学习和丰富的语言使用,重点是第二语言学习者。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Science and Language Instructional Shifts with Second-Language Learners
In the United States, A Framework for K-12 Science Education (National Research Council, 2012) and Next Generation Science Standards (NGSS) offer a vision of rigorous science standards for all students across K-12 classrooms. As science and engineering practices (e.g., develop models, argue from evidence, construct explanations) are language intensive, engagement in these practices presents both language learning opportunities and demands to all students, especially second language learners. The purpose of this article is to describe science instructional shifts, spurred by the Framework and the NGSS, and language instructional shifts, informed by contemporary views in second language acquisition described in English Learners in STEM Subjects (National Academies of Sciences, Engineering, and Medicine, 2018). The article describes a yearlong fifth-grade science curriculum to illustrate how science and language instructional shifts are mutually supportive of each other to promote rigorous science learning and rich language use with a focus on second language learners.
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来源期刊
AsiaPacific Science Education
AsiaPacific Science Education Social Sciences-Education
CiteScore
1.70
自引率
0.00%
发文量
8
审稿时长
20 weeks
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