Precision: Toward a meaning-centered view of language use with English learners in the content areas
Precision: Toward a meaning-centered view of language use with English learners in the content areas
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精确性：在内容领域，英语学习者对语言使用采取以意义为中心的观点
DOI：
10.1016/j.linged.2019.03.004
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发表时间：
2019
影响因子：
1.6
通讯作者：
Okhee Lee
中科院分区：
文献类型：
--
作者：
Scott E. Grapin;Lorena Llosa;Alison Haas;Marcelle Goggins;Okhee Lee
为了支持英语学习者（el）达到严格的内容标准，美国联邦立法要求英语语言能力（ELP）标准与内容标准保持一致。传统上，内容学习中的语言使用是根据结构来定义的，而内容和语言教育者越来越关注语言的准确性。精确超越了语言的结构元素，而是这些元素所传达的学科意义。在本文中，我们定义了精度，并将其与词汇、准确性和复杂性区分开来。然后，我们强调了在内容标准和ELP标准中精确度的不同概念。鉴于这些不同的概念，我们提出了来自小学科学课堂的工作样本，以说明学科意义的准确性对于从事内容标准的学科实践是至关重要的。最后，我们提出在内容领域中，需要对el的语言使用采取更加以意义为中心的观点。
To support English learners (ELs) in attaining rigorous content standards, U.S. federal legislation requires that English language proficiency (ELP) standards align with content standards. Whereas language use in content learning has traditionally been defined in terms of structure, content and language educators have devoted increased attention toprecision.Precision goes beyond the structural elements of language to the disciplinary meaning that those elements communicate. In this article, we define precision and distinguish it from vocabulary, accuracy, and complexity. Then, we highlight divergent conceptions of precision in content standards and ELP standards. In light of these divergent conceptions, we present work samples from an elementary science classroom to illustrate how precision of disciplinary meaning is essential to engaging in disciplinary practices of content standards. We close by proposing the need for a more meaning-centered view of language use with ELs in the content areas.