Pre‐service teachers enactment of language‐ and literacy‐integrated science instruction in linguistically diverse science classrooms

2021 ◽  
Author(s):  
Alexis A. Rutt ◽  
Frackson Mumba
Keyword(s):  
Science Instruction ◽  
Linguistically Diverse ◽  
Language And Literacy ◽  
Science Classrooms ◽  
Integrated Science

Implikasi Pembelajaran Sains Terpadu (Integrated Science Instruction) di SMP

1970 ◽  
Vol 14 (1) ◽  
pp. 172-188 ◽  
Author(s):  
Mujakir Yasin
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Science Instruction ◽  
Integrated Science ◽  
Inquiry Approach

The instruction of Integrated Science at Junior High School considers with the use of Inquiry Approach. The students are provided with the daily reality occurs in their life. The Integrated Science at Junior High School has some features covering the developing ability in questioning, searching the questions, understanding the questions, and completing the questions on “what”, “why”, and “how” about the natural symptom as well as its characteristics systematically that to be applied in the environment and the technology. Such understanding of that integrated should be balanced with the students’ psychology in which they are led to the content, so the process and the psychomotor are more urgent but the cognitive side is not to be ignored.

scholarly journals Teen Culture, Technology and Literacy Instruction: Urban Adolescent Students’ Perspectives

2015 ◽  
Vol 41 (3) ◽  
Author(s):  
Jia Li ◽  
Catherine Snow ◽  
Claire White
Keyword(s):  
Academic Success ◽  
Literacy Instruction ◽  
Teaching And Learning ◽  
New Technologies ◽  
Linguistically Diverse ◽  
The United States ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Adolescent Students ◽  
Use Of Technology

Modern teens have pervasively integrated new technologies into their lives, and technology has become an important component of teen popular culture. Educators have pointed out the promise of exploiting technology to enhance students’ language and literacy skills and general academic success. However, there is no consensus on the effect of technology on teens, and scant literature is available that incorporates the perspective of urban and linguistically diverse students on the feasibility of applying new technologies in teaching and learning literacy in intact classrooms. This paper reports urban adolescents’ perspectives on the use of technology within teen culture, for learning in general and for literacy instruction in particular. Focus group interviews were conducted among linguistically diverse urban students in grades 6, 7 and 8 in a lower income neighborhood in the Northeastern region of the United States. The major findings of the study were that 1) urban teens primarily and almost exclusively used social media and technology devices for peer socializing, 2) they were interested in using technology to improve their literacy skills, but did not appear to voluntarily or independently integrate technology into learning, and 3) 8th graders were considerably more sophisticated in their use of technology and their suggestions for application of technology to literacy learning than 6th and 7th graders. These findings lead to suggestions for developing effective literacy instruction using new technologies.

Language and literacy in inquiry-based science classrooms, grades 3-8

2012 ◽  
Vol 96 (4) ◽  
pp. 760-762
Author(s):  
Christine D. Tippett ◽  
Larry D. Yore
Keyword(s):  
Language And Literacy ◽  
Science Classrooms

Genetics in the 21st Century: The Benefits & Challenges of Incorporating a Project-Based Genetics Unit in Biology Classrooms

2010 ◽  
Vol 72 (4) ◽  
pp. 225-230 ◽  
Author(s):  
Nonye Alozie ◽  
Jennifer Eklund ◽  
Aaron Rogat ◽  
Joseph Krajcik
Keyword(s):  
High School ◽  
21St Century ◽  
Science Instruction ◽  
School Science ◽  
High School Science ◽  
Science Classrooms

How can science instruction help students and teachers engage in relevant genetics content that stimulates learning and heightens curiosity? Project-based science can enhance learning and thinking in science classrooms. We describe how we use project-based science features as a framework for a genetics unit, discuss some of the challenges encountered, and provide suggestions for enactment. This serves as an example of how project-based approaches can be integrated into high school science classrooms.

Alternative Assessment of Language and Literacy in Culturally and Linguistically Diverse Populations

2003 ◽  
Vol 34 (1) ◽  
pp. 44-55 ◽  
Author(s):  
Sandra P. Laing ◽  
Alan Kamhi
Keyword(s):  
Standardized Tests ◽  
Low Socioeconomic Status ◽  
Alternative Assessment ◽  
Dynamic Assessment ◽  
Linguistically Diverse ◽  
Diverse Populations ◽  
Language And Literacy ◽  
Racially Diverse ◽  
Low Socioeconomic ◽  
Assessment Procedures

Over- and underdiagnosis of language and literacy problems are common with low-socioeconomic status ethnically and racially diverse children. In recent years, a number of alternative assessment procedures have been developed that reduce some of the biases inherent in norm-referenced standardized tests. Problems and recent solutions to the use of norm-referenced testing will be discussed, with a focus on processing-dependent and dynamic assessment procedures.

scholarly journals Beyond the Pragmatic and the Liminal: Culturally and Linguistically Diverse Students Code-Switching in Early-Years Classrooms

2008 ◽  
Vol 26 (1) ◽  
pp. 103 ◽  
Author(s):  
Luigi Iannacci
Keyword(s):  
Young Children ◽  
Linguistically Diverse ◽  
Code Switching ◽  
Early Years ◽  
Culturally And Linguistically Diverse ◽  
Diverse Students ◽  
Language And Literacy ◽  
Linguistically Diverse Students ◽  
First Languages ◽  
Ethnographic Data

This article examines the code-switching (CS) practices of culturally and linguistically diverse (CLD) young children in kindergarten and grade 1 classrooms. The author argues that their use of CS went beyond relief of psycholinguistic stress or coping with liminality (sense of living between two languages and cultures). Through several narratives constructed using ethnographic data, the author explores CLD students' use of CS to respond to the sociolinguistic and sociopolitical dynamics that they encountered in their early-years classrooms. CS enabled students to address their language and literacy needs, assert their identities, and defy subtractive and assimilative orientations that they experienced with respect to lack of incorporation of their first languages. Further, data affirm Cummins'(2001) assertion that students do not passively accept dominantgroup attributions of inferiority, but actively resist the process of subordination.

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