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Science Teacher Preparation in Content-Based Second Language Acquisition / / edited by Alandeom W. Oliveira, Molly H. Weinburgh
| Science Teacher Preparation in Content-Based Second Language Acquisition / / edited by Alandeom W. Oliveira, Molly H. Weinburgh |
| Edizione | [1st ed. 2017.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2017 |
| Descrizione fisica | 1 online resource (XI, 387 p. 76 illus., 5 illus. in color.) |
| Disciplina | 507.1 |
| Collana | ASTE Series in Science Education |
| Soggetto topico |
Science education
Language and education Teaching Science Education Language Education Teaching and Teacher Education |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction: Science Teacher Preparation in Language and Content, Alandeom W. Oliveira, and Molly H. Weinburgh -- Part 1: Pre-service Teacher Preparation -- Cultivating Teacher Knowledge of the Role of Language in Science: A Model of Elementary Grade Pre-Service Teacher Preparation, Marco A. Bravo -- A Language-Based Approach to Content Instruction (LACI) in Science For English Language Learners, Luciana C. de Oliveira -- The Professional Development of Pre-service Teachers in an Integrated Science and Language Acquisition Curriculum with Third-Grade Students, Anita C. Hernández -- Developing an Adaptive Disposition for Supporting English Language Learners in Science: A Capstone Science Methods Course, Sarah A. Roberts, Julie A. Bianchini, Jin Sook Lee, Sarah Hough, and Stacey L. Carpenter -- Preparing Pre-service Secondary Teachers to Teach Science to English Learners: Theory into Practice, Trish Stoddart, Jorge Solis, Edward G. Lyon, and Sara Tolbert -- Online Professional Learning for Science Teachers of Multilingual Learners, Kara Mitchell Viesca, Elizabeth Mahon, Christopher D. Carson, and the eCALLMS Team -- Preparing Science Teachers for English Learners: A Targeted and Integrated approach to Pre-service Teacher Education, Lara K. Smetana and Amy J. Heineke -- Part 2: In-service Teacher Preparation -- The Integration of English Language Development and Inquiry Science into a Blended Professional Development Design, Susan Gomez Zwiep, and William J. Straits -- Doing and Talking Science: Engaging ELs in the Discourse of the Science and Engineering Practices, Rita MacDonald, Emily Miller, and Sarah Lord -- Academic Language and Literacy in Every Setting (ALLIES+): Strengthening the STEM Learning Ecosystem, Susan O’Hara, Robert Pritchard, Deborah Pitta, Renee Newton, Uyen Do, and Lisa Sullivan -- A Design-based Model of Teacher Professional Learning in the LISELL-B Project, Cory A. Buxton, Martha Allexsaht-Snider, Yainitza Hernandez Rodriguez, Rouhollah Aghasaleh, Lourdes Cardozo-Gaibissa, and Mehtap Kirmaci -- Science Teachers as Architects: Building and Supporting Science-Learning Environments with Emergent Bilingual Students, Max Vázquez Domínguez, Martha Allexsaht-Snider, and Amanda Latimer -- An Alternative Approach to Educating Secondary Science and Mathematics Teachers: Meeting the Needs of Culturally and Linguistically Diverse Youth, Cecilia M. Hernandez, Jamie S. Baker, Christine M. Reyes, and Lida J. Uribe-Flórez -- A Functional Approach to 21st Century Science Literacy, Wei Zhang -- Part 3: International Perspectives -- Promoting the Integration of Inquiry Based Science and English Learning in Primary Education through Triadic Partnerships, Mariona Espinet, Laura Valdés-Sánchez, Núria Carrillo, Laura Farró, Roser Martínez, Núria López, and Ana Castillón -- Processing Science through Content and Language Integrated Learning (CLIL): A Teacher’s Practicum, Margaret Rasulo, Anna De Meo, and Maria De Santo -- Science Workshop: Let their Questions Lead the Way, Sara E. D. Wilmes -- Deaf Students Using Sign Language in Mainstream Science Classrooms, Audrey Cameron, Rachel O’Neill, and Gary Quinn -- Part 4: Science Teacher Preparation -- Epilogue: Emergent Trends and Threads, Alandeom W. Oliveira, and Molly H. Weinburgh -- Author Biographies. |
| Record Nr. | UNINA-9910148855303321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2017 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Teaching the Content Areas to English Language Learners in Secondary Schools : English Language Arts, Mathematics, Science, and Social Studies / / edited by Luciana C. de Oliveira, Kathryn M. Obenchain, Rachael H. Kenney, Alandeom W. Oliveira
| Teaching the Content Areas to English Language Learners in Secondary Schools : English Language Arts, Mathematics, Science, and Social Studies / / edited by Luciana C. de Oliveira, Kathryn M. Obenchain, Rachael H. Kenney, Alandeom W. Oliveira |
| Edizione | [1st ed. 2019.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 |
| Descrizione fisica | 1 online resource (334 pages) |
| Disciplina |
428.00712
428.0071 |
| Collana | English Language Education |
| Soggetto topico |
Language and education
Teaching Language and languages—Study and teaching Language Education Teaching and Teacher Education Language Teaching |
| ISBN | 3-030-02245-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Language-Content Integration across School Subjects: Approaches to Teaching English Language Learners; Luciana C. de Oliveira, Kathryn Obenchain, Rachael Kenney, Alandeom W. Oliveira -- Part I: English Language Arts -- Multimodal literacies in the English language arts classroom for English language learners; Luciana C. de Oliveira, Loren Jones, and Sharon Smith -- From Words to Thematic Text Analysis: Collocation Activities as Academic Vocabulary Building Strategies in the Middle and High School ELA Classroom (Grades 6-12); Brandy Gibb, Guofang Li -- A Genre-Based Approach to Teaching Argument Writing; Kathleen Ramos -- Six High-leverage Writing Practices for Teaching English Language Learners in English Language Arts; Julie Goldman -- Using Multicultural Nonfiction and Multimedia to Develop Intercultural Competence; Vicky Giouroukakis, Maureen Connolly -- Part II: Mathematics -- Keying English Learner Students into Mathematical Content: The Things I Notice Approach; Jill A. Perry, Beth A. Wassell -- Doing and Talking Mathematics: Engaging ELLs in the Academic Discourse of the Mathematical Practices; Rita MacDonald, Sarah Lord, Emily Miller -- A Framework for Improving the Teaching of Mathematics to Bi/Multilingual Learners; Kara Mitchell Viesca, Nicole M. Joseph, Nancy Commins -- Culturally Supporting Latinas and Korean Girls in Mathematics; Woong Lim, Kyeong-Hwa Lee, Paula Guerra -- Linguistically Responsive Teaching to Foster ELL Engagement, Reasoning, and Participation in a Mathematics Discourse Community; Mary A. Avalos, Walter G. Secada -- Part III: Science -- Activating Bilingual English Language Learners’ Strengths in Science: The Pedagogy of Argument Driven Inquiry (ADI); Rebecca M. Callahan, Victor Sampson, Stephanie Rivale -- Supporting English Language Learners through Inquiry-Based Science: Three Strategies for Your Classroom; Joshua W. Reid, Cindi Smith-Walters, Katherine A. Mangione, Alison Dorris, Terri Tharp -- Engaging English Language Learners in Model-Based Science Instruction; Magdalena Pando, Zenaida Aguirre-Muñoz -- Scaffolding English Language Learners’ Literacy Development Through a Science Inquiry Approach; Sandra Mercuri, Natascha Mercuri -- Using Communication Models to Teach ELLs Science; Alandeom W. Oliveira, Molly Weinburgh -- Part IV: Social Studies -- Engaging ELL’s Positionality through Critical Geography and History in the Social Studies Classroom; J. Spencer Clark, G. Sue Kasun, Fallon Farokhi -- Developing Literacy through Contemporary Art: Promising Practices for English Language Learners in Social Studies Classrooms; Bárbara C. Cruz, Robert W. Bailey -- Visual Biography and Citizenship: Biography Driven Instruction in the Social Studies Classroom; Jillian Baldwin Kim, Alexander Cuenca, Amy Yun-Ping Chen -- Thinking Inside the Box: Using Graphic Novels to English Language Learners in the Social Studies Classroom; Carla K. Meyer, Laura Mahalingappa, Kristy A. Brugar -- Multiple Perspectives: Engaging Diverse Voices in the Social Studies Classroom; Paul J. Yoder, Ashley Taylor Jaffee. |
| Record Nr. | UNINA-9910337743703321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||