Editors:
- Fills an important gap in the science education literature by integrating science and language
- Introduces pedagogical models of content-based instruction
- Shares professional development strategies and teacher training models that work
Part of the book series: ASTE Series in Science Education (ASTE)
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Table of contents (20 chapters)
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Front Matter
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Pre-service Teacher Preparation
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Front Matter
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In-Service Teacher Preparation
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Front Matter
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International Perspectives
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Front Matter
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About this book
The primary purpose of this book is to provide science teacher educators with exemplars of professional development programs designed to prepare school teachers to effectively help language learners in science classrooms simultaneously gain language proficiency and conceptual understanding. To this end, this book examines seventeen science teacher preparation programs that span a wide variety of grade levels (elementary, middle, and secondary), countries (Italy, Luxemburg, Spain, UK, and US), and linguistic contexts (English as a Second Language, English as a Foreign Language, trilingual classrooms, and teaching deaf children science through sign language). The book is divided into three main parts. Each part consists of chapters that illustrate a common, cross-cutting theme in science teacher preparation in content-based second language acquisition, namely pre-service teacher preparation, in-service teacher preparation, and international perspectives. Each part provides many insights on the similarities and differences in the professional development approaches used to prepare science teaching with varied amounts of instructional experience help students in different parts of the world overcome linguistic barriers while simultaneously learning concepts central to science. Bringing together researchers from various academic backgrounds (science education, TESOL, and Applied Linguistics), attention is given to varied facets of the intersection of science and language learning in the specific context of school teacher preparation.
Keywords
- 5R model
- Academic conversations
- Bilingual students
- Content-specific pedagogical models
- English language learners
- Language educators
- Metalinguistic awarenss
- Pragmatic awareness
- Rhetorical consciousness
- Science educators
- Science teacher educators
- Teacher collaboration and co-teaching model
- Translanguaging
- science teacher prepration
- content and language integrated learning
- language and science
- science literacy
Editors and Affiliations
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State University of New York at Albany, Albany, USA
Alandeom W. Oliveira
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Texas Christian University, Fort Worth, USA
Molly H. Weinburgh
Bibliographic Information
Book Title: Science Teacher Preparation in Content-Based Second Language Acquisition
Editors: Alandeom W. Oliveira, Molly H. Weinburgh
Series Title: ASTE Series in Science Education
DOI: https://doi.org/10.1007/978-3-319-43516-9
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer International Publishing Switzerland 2017
Hardcover ISBN: 978-3-319-43514-5Published: 01 November 2016
Softcover ISBN: 978-3-319-82844-2Published: 07 July 2018
eBook ISBN: 978-3-319-43516-9Published: 25 October 2016
Series ISSN: 2214-5435
Series E-ISSN: 2214-5443
Edition Number: 1
Number of Pages: XI, 387
Number of Illustrations: 71 b/w illustrations, 5 illustrations in colour
Topics: Science Education, Language Education, Teaching and Teacher Education