期刊名称：Electronic Journal of Literacy through Science
电子版ISSN：1934-6670
出版年度：2002
卷号：2
出版社：University of California, Davis
摘要：Our paper reports on the evolution of a literacy through science (LtS) conceptual framework, a model for professional development, which focuses on language development through science instruction. The LtS conceptual framework evolved as a result of a project known as the Science and Literacy Inquiry Academy (SLIA). SLIA was an innovative Eisenhower funded university and school district partnership (1998-2000) that was established to address challenges in science educational reform for English language learners. By assuming an action research agenda, SLIA focused on the development of teacher leaders who would be committed to meeting the science and literacy needs of all students through (1) the sharing of science content and process expertise, (2) language and literacy expertise, and (3) inquiry-based science and teaching. In the evolution of our LtS framework we discovered that the following conditions needed to be met by developing: (1) a learning community, (2) emerging teacher leaders, (3) multiple contexts for inquiry, and (4) tangible guidelines to achieve literacy through science.
