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

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

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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.

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