Science Classroom Interactions and Academic Language Use with English Learners Academic Article

abstract

• 2017, Ministry of Science and Technology, Taiwan. Academic language is critical for English learners (ELs) to succeed in the science classroom. This study analyzed the instructional practices centered around academic language taking place in eight, fifth-grade classrooms during a grant-funded project. Observational data collected through a classroom observation instrument were analyzed to describe and compare the instructional practices occurring in treatment and control classrooms when teachers and students used academic language. Our findings show both treatment and control classrooms using academic language during the course of the intervention study, but the instruction looked markedly different in each setting. These differences provide valuable insight for practitioners and researchers concerned with the academic language development of ELs in science classrooms.

authors

• Irby, Beverly
• Lara-Alecio, Rafael
• Tong, Fuhui

published proceedings

• INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION

altmetric score

• 1.25

author list (cited authors)

• Garza, T., Huerta, M., Spies, T. G., Lara-Alecio, R., Irby, B. J., & Tong, F.

citation count

• 10

complete list of authors

• Garza, Tiberio||Huerta, Margarita||Spies, Tracy G||Lara-Alecio, Rafael||Irby, Beverly J||Tong, Fuhui

publication date

• November 2018

publisher

• Springer Nature  Publisher

published in

• International Journal of Science and Mathematics Education  Journal

keywords

• Academic Language
• Classroom Observation Instrument
• English Learners
• Instructional Practice
• Science Education

Digital Object Identifier (DOI)

• 10.1007/s10763-017-9855-x

start page

• 1499

end page

• 1519

volume

• 16

issue

• 8

URL

• http://dx.doi.org/10.1007/s10763-017-9855-x

user-defined tag

• 4 Quality Education