Negotiation, embeddedness, and non-threatening learning environments as themes of science and language convergence for English language learners
Negotiation, embeddedness, and non-threatening learning environments as themes of science and language convergence for English language learners
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谈判、嵌入性和非威胁性学习环境作为英语学习者科学和语言融合的主题
DOI：
10.1080/03057267.2015.1078019
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发表时间：
2015
影响因子：
4.9
通讯作者：
B. Hand
中科院分区：
文献类型：
--
作者：
Yuliya Ardasheva;Lori A. Norton;B. Hand
在这篇综述中，我们探讨了向英语语言学习者（ELL）教授科学的概念，作为一方面同时关注语言和内容发展，另一方面构建教学和关注学生学习过程之间的平衡行为。这种探索是通过科学写作启发式方法中嵌入的理论框架的镜头进行的，这种方法体现了基于论证的探究的沉浸式取向。三个学习过程（通过科学语言学习、学习科学语言和以科学语言生活）和三种课堂结构（最近发展的集体区域、对称权力和信任关系以及教师作为决策者）的探讨涉及学习理论和第二语言习得以及科学、多元文化和教师教育工作主体的实证结果。审查中出现了三个主题——谈判、嵌入性和无威胁的学习环境——为 ELL 科学教育提供信息。
In this review, we explore the notion of teaching science to English language learners (ELLs) as a balancing act between simultaneously focusing on language and content development, on the one hand, and between structuring instruction and focusing on student learning processes, on the other hand. This exploration is conducted through the lens of a theoretical framework embedded in the Science Writing Heuristic approach, an approach exemplifying immersive orientation to argument-based inquiry. Three learning processes (learning through the language of science, learning about the language of science and living the language of science) and three classroom structures (collective zone of proximal development, symmetric power and trust relationships and teacher as decision-maker) are explored in relation to learning theories and empirical findings from second language acquisition and science, multicultural and teacher education bodies of work. Three themes – negotiation, embeddedness and non-threatening learning environments – to inform ELL science education emerged from the review.
影响因子：
4.4
作者：
Norris, JM;Ortega, L
通讯作者：
Ortega, L
语言学习视角：语言与认知模型
DOI：
--
发表时间：
2007
期刊：
関西大学人間活動理論研究センターCHAT Technical Reports No.6
影响因子：
--
作者：
Kite;Yuriko
通讯作者：
Yuriko