IRMA-International.org: Creator of Knowledge
Information Resources Management Association
Advancing the Concepts & Practices of Information Resources Management in Modern Organizations

Bolstering Content by Promoting Language and Literacy in the Urban Science Classroom

Bolstering Content by Promoting Language and Literacy in the Urban Science Classroom
View Sample PDF
Author(s): Jennifer E. Renn (Purdue University, USA) and Annie Laurie Duguay (Center for Applied Linguistics, USA)
Copyright: 2019
Pages: 40
Source title: K-12 STEM Education in Urban Learning Environments
Source Author(s)/Editor(s): Jillian L. Wendt (University of the District of Columbia, USA) and Danielle L. Apugo (University of the District of Columbia, USA)
DOI: 10.4018/978-1-5225-7814-7.ch005

Purchase

View Bolstering Content by Promoting Language and Literacy in the Urban Science Classroom on the publisher's website for pricing and purchasing information.

Abstract

This chapter focuses on the creation and implementation of lesson modules related to developing language skills in the middle school science classroom. These modules, which focus on academic language development for students who are English learners or speakers of non-standard dialects, are part of the curriculum in a Master of Arts in Teaching (MAT) program for middle school science educators at a large urban U.S. university. Drawing on the literature surrounding the academic language of science and language development, the content of these modules is appropriate for teacher educators and science teachers at all levels. The module content was designed around three components, linguistic understandings, critical language awareness, and pedagogical modeling, and exemplifies the Standards of Professional Development Excellence established by the Center for Applied Linguistics. This chapter describes the module creation, observations from the module delivery, and program participant responses to the materials and content.

Related Content

Urban STEM Education: A Vehicle for Broadening Participation in STEM
Brandy Huderson, Ashley Huderson. © 2019. 24 pages.
View Details View Details PDF Full Text View Sample PDF
STEM Career Interest at the Intersection of Attitude, Gender, Religion, and Urban Education
Philip R. Alsup. © 2019. 43 pages.
View Details View Details PDF Full Text View Sample PDF
Challenges to Implementing STEM Professional Development From an Ecological Systems Perspective
Zora M. Wolfe. © 2019. 26 pages.
View Details View Details PDF Full Text View Sample PDF
The Use of Instructional Coaching and Analogy to Enhance STREAM Professional Development for Teacher Quality Improvement
Otto Carl Wilson Jr., Seidah Armstrong. © 2019. 26 pages.
View Details View Details PDF Full Text View Sample PDF
Bolstering Content by Promoting Language and Literacy in the Urban Science Classroom
Jennifer E. Renn, Annie Laurie Duguay. © 2019. 40 pages.
View Details View Details PDF Full Text View Sample PDF
Gendered and Racial Microaggressions in STEM: Definitions, Consequences, and Strategies Urban Elementary School Professionals Can Use to Combat Them
Amanda J. Rockinson-Szapkiw, Katherine Wade-Jaimes. © 2019. 21 pages.
View Details View Details PDF Full Text View Sample PDF
Secondary Education Mathematics and UDC Expectations: Do They Align? If Not, What's Next?
Jeffery S. Fleming, Shurron Farmer. © 2019. 25 pages.
View Details View Details PDF Full Text View Sample PDF
Body Bottom