Bilingual, Multilingual, and Multicultural Education Commons^™

The Relationship Between The Use Of Academic Text Talk And The Comprehension Of Scientific Academic Language For Diverse Second Graders, Peggy Lee Mandel

FIU Electronic Theses and Dissertations

Changing demographics impact our schools as children come from more linguistically and culturally diverse backgrounds. The various social, cultural, and economic backgrounds of the students affect their early language learning experiences which expose them to the academic language needed to succeed in school. Teachers can help students acquire academic language by introducing words that are within their Zone of Proximal Development and increasing exposure to and use of academic language. This study investigated the effects of increasing structured activities for students to orally interact with informational text on their scientific academic language development and comprehension of expository text.

The Academic …

Stem Literacy For Ells Through Service Learning, Sandra Rodriguez-Arroyo, Barbara Brimmerman, Olga Zeisler

Teacher Education Faculty Proceedings & Presentations

This presentation features: Rationale, Model of Academic Language Proficiency/ Jim Cummins’s Quadrant, STEM Literacy for ELLs, ELLS-OPS, Tall grasses and Wildflowers of Nebraska: A Service Learning Experience, UNO Students, Objectives, First Year: 2011-2012, Second Year: 2012-2013, Community Partner: Allwine Prairie, Support from Service Learning Academy, Research Presentations, Literacy Strategies, Service Learning Project Outcomes, Visit to the Prairie, and Future Research.

Teacher, Researcher, And Accountability Discourses: Creating Space For Democratic Science Teaching Practices In Middle Schools, Cory A. Buxton, Shakhnoza Kayumova, Martha Allexsaht-Snider

Democracy and Education

This study explores the role of competing discourses that shape current practices in U.S. schools and how professional development efforts can support teachers and researchers in finding ways to reinsert more democratic processes into their collaborative work. We examine the case of one research and professional development project with the goal of supporting middle school science and ESOL teachers in fostering more meaningful science learning for all their students but especially their English language learners. Using Gee’s notion of big-D discourses and Fairclough’s notion of interdiscursivity, we trace how the Discourse of accountability, the Discourse of science teaching, and the …