The Work of Language in Multicultural Classrooms (eBook, ePUB)

Talking Science, Writing Science
Redaktion: Bruna, Katherine Richardson; Gomez, Kimberley

• Format: ePub

Produktbeschreibung

Exploring the ways in which language comprises the implicit or explicit curriculum of teaching and learning in multicultural science settings, this book contributes to scholarship on the role of language in developing classroom scientific communities of practice, expands that work by highlighting the challenges faced specifically by ethnic- and linguistic-"minority" students and their teachers in joining those communities, and showcases exemplary teaching and research initiatives for helping to meet these challenges.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 384
• Erscheinungstermin: 2. Juni 2009
• Englisch
• ISBN-13: 9781135269371
• Artikelnr.: 38264566

Autorenporträt

Katherine Richardson Bruna is Assistant Professor of Multicultural and International Curriculum Studies in the Department of Curriculum & Instruction, College of Human Sciences, Iowa State University. Kimberley Gomez is Assistant Professor of Literacy, Language and Culture and Learning Sciences at the University of Illinois at Chicago.

Inhaltsangabe

Foreword (Okhee Lee)
Preface
Acknowledgments
1. Introduction
Part I: The Language of Science Schooling
2. Journal and Book Writing in Integrated Science-Literacy Units (Christine
C. Pappas, Maria Varelas, Tamara Ciesla, and Eli Tucker-Raymond)
3. Developing Expository Writing Skills in Science Through the Integration
of Inquiry-Based Science and Literacy Instruction (Yu-Min Ku, Monica S.
Yoo, and Eugene E. Garcia)
4. The Writing on the Wall: The Daily Calendar as Science Practice
(Kimmarie Cole)
5. Literacy Infusion in a High School Environmental Science Curriculum,
(Jennifer Zoltners Sherer, Kimberly Gomez, Phillip Herman, Louis Gomez,
Jolene White, and Adam Williams)
Part II: Science Learning Funds of Knowledge
6. Negotiating Participation in a Bilingual Middle School Science
Classroom: An Examination of One Successful Teacher's Language Practices
(Jennifer S. Goldberg, Kate Muir Welsh, and Noel Enyedy)
7. Locating Time in Science Classroom Activity: Adaptation as a Theory of
Learning and Change (Jorge L. Solís, Shlomy Kattan, and Patricia
Baquedano-López)
8. "You're Magmatic Now": Language Play, Linguistic Biliteracy, and the
Science Crossing of Adolescent Mexican Newcomer Youth (Katherine Richardson
Bruna)
Part III: The Development of a Science Learner Identity
9. Academic Identity and Scientific Literacy (John M. Reveles)
10. The Math Initiative in a 7th Grade Science Class: How a Daily Routine
Results in Academic Participation by ELLs (Holly Hansen-Thomas)
11. Science, Culture and Equity in Curriculum: An Ethnographic Approach to
the Study of a Highly-Rated Curriculum Unit (Joel Kuipers, Gail Brendel
Viechnicki, Lindsey A. Massoud, and Laura J. Wright)
12. The Importance of Objects in Talking Science: The Special Case of
English Language Learners (Doris Ash, Kip Tellez, and Rhiannon Crain)
Part IV: Assessing the State of Science Education: Towards Promising
Practices for Responsive Instruction
13. Linguistics and Science Learning for Diverse Populations: An Agenda for
Teacher Education (Lisa Patel Stevens, Julian Jefferies, María Estela
Brisk, and Stacy Kaczmarek)
14. Experimenting in Teams and Tongues: Team Teaching a Bilingual Science
Education Course (María Torres-Gúzman and Elaine V. Howes)
Conclusion
Afterword (Sonia Nieto)
Contributors
Author Index
Subject Index