Teaching Science to English Language Learners
Teaching Science to English Language Learners
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向英语学习者教授科学
DOI：
10.1002/9781119421702.ch18
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Rebecca Shea
中科院分区：
文献类型：
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作者：
Alandeom W. Oliveira;Molly Weinburgh;Effie McBride;T. Bobowski;Rebecca Shea
本章概述了关于英语学习者的科学教育文献。它突出了科学教育领域核心的研究出版物和从业者期刊的重要趋势。在最近的文献中，我们特别关注了五个新兴的主题：(a)教师知识（教师需要知道什么才能有效地在科学中支持ELLs）；(b)教师行动（教师可以做些什么来有效地支持ell在科学方面的学习）；(c)学生的知识（英语给科学课堂带来的先前理解）；(d)学生行动（学生在参与科学教学活动时可以做些什么）；(e)学生需求（ELLs有哪些类型的学习需求）。重要的研究发现和差距被确定，并对未来的研究提出建议。此外，本章描述了科学实践者青睐的教学方法，并讨论了当前研究提出和提供的实际问题。
This chapter provides an overview of the science education literature on English language learners (ELLs). It highlights important trends across recent publications in research, and practitioner journals central to the field of science education. Attention is given specifically to five emergent themes in the recent literature: (a)teacher knowledge(what teachers need to know to effectively support ELLs in science); (b)teacher action(what teachers can do to effectively support ELLs in science); (c)student knowledge(what prior understandings ELLs bring to the science classroom); (d)student action(what ELLs can do while engaged with instructional activities in science); and, (e)student needs(what types of learning needs ELLs have). Important research findings and gaps are identified with suggestions for future studies. In addition, the chapter describes instructional approaches favored by science practitioners and discusses practical issues raised and informed by current research.