Titlebook: Global Developments in Literacy Research for Science Education; Kok-Sing Tang,Kristina Danielsson Book 2018 Springer International Publish

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But I’m Not an English Teacher!: Disciplinary Literacy in Australian Science Classrooms the general community and also concerns about falling educational standards, have led to a concerted push to raise scientific literacy. Given the multicultural nature of Australia, government and educators have acknowledged the critical role of identifying and describing the language and literacy d

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Learning Language and Intercultural Understanding in Science Classes in Germanyscience educators. The project follows the model of Participatory Action Research in science education. It focuses on the development of teaching modules for early lower secondary school science lessons in grades 5–8 (age ranges roughly from 10 to 11 and 13 to 14, respectively) on different topics.

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Language, Literacy and Science Learning for English Language Learners: Teacher Meta Talk Vignettes fht science by teachers who are either native speakers of or proficient in English as the language of learning and teaching (LOLT). In many South African classrooms, students who are non-native speakers of English are taught in English, by teachers who are also non-native speakers. Furthermore, many

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The Content-Language Tension for English Language Learners in Two Secondary Science Classroomsthis area has largely focused on primary school students, more clarity is needed on the role of secondary school students’ L1 use in the classroom as the language of science becomes more specialized at a higher level. This chapter details two studies investigating L1 use in secondary science classro

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A Case Study of Literacy Teaching in Six Middle- and High-School Science Classes in New Zealandurriculum requires that students develop sophisticated, subject-specialised literacy in science. However, little is known about actual patterns of literacy teaching and learning in NZ science classrooms. Participants were six teachers of science from schools serving low to middle socio-economic stat

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Analyzing Discursive Interactions in Science Classrooms to Characterize Teaching Strategies Adopted al issues. We studied classes taught at three different public elementary and secondary schools in Escada, a town located in Pernambuco, Brazil. We analyzed six episodes extracted from 6 of 28 video-recorded lessons involving three science teachers and sixth and seventh grade students. Our analysis

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Measuring Time. Multilingual Elementary School Students’ Meaning-Making in Physicsning-making. The focus is on how science content is elaborated and negotiated through various semiotic resources. Data consist of video and audio recordings and digital photographs from a multilingual elementary school physics classroom during the unit “measuring time.” Theoretically, the project ta

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