期刊名称：Electronic Journal of Literacy through Science
电子版ISSN：1934-6670
出版年度：2010
卷号：9
出版社：University of California, Davis
摘要：This case study examines the practice of two bilingual education teachers teaching science in a dual immersion program. The study targets key events in planning and instruction, focusing on how the teachers facilitate the students’ academic language and conceptual development during science activities conducted in English and Spanish. One research question informed the study design and inquiry: In what ways do dual language teachers support both the development of content knowledge and academic language in science education? The study was conducted over two semesters in one school year. Multiple sources of data were collected including field-based notes, artifacts, interviews and audio-recorded lessons. Qualitative analysis of the data showed that the teachers’ level of understanding of their role as science and language teachers influenced the types of opportunities they planned for and provided for students’ development of the academic language of science. The wide range of skills demonstrated by these two teachers revealed the efficacy of inquiry-based lessons in facilitating the academic language development of students in science. These cases are explored from the perspective of an integrated theoretical framework that links academic language to science teaching and learning shaped by teachers’ understanding of practice and professional development.
