scholarly journals Can Social Studies and Language Lessons be Integrated via Global Education? English Language Teacher Candidates’ Perceptions

2014 ◽  
Vol 116 ◽  
pp. 1132-1136
Author(s):  
Banu Çulha Özbaş ◽  
Berna Güryay
2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Herawati Susilo

<p>Improving the quality of teaching biology should continue to be done to establish a professional teacher of Biology and intelligent. This is not an easy thing to do as turning the hand because it requires the cooperation of all faculty in the Department of Biology that is expected from day to day also always improve professionalism . Biology lecturer and intelligent professional, who can develop his professionalism in accordance with the challenges of globalization and the dynamics of global education  will be a living example for students majoring in Biology. Biology teacher candidates who are prospective professional and intelligent teacher who always want to learn throughout life, literati Science and technology, mastering the English language, capable of carrying out classroom action research, writing scientific papers diligent, capable students according to the needs and development of the era, as well as having intelligence thinking. They are also expected to have the ability to constantly develop the ability, can produce intelligent action, which is done with full responsibility, and is able to be recognized by the public in carrying out their duties in the field of education and learning. One effort that can be done by lecturers Biology is biology of learning by presenting to increase the independence of students in learning, and develop metacognitive skills. Lecturer builder courses should be worked together to give its share in coaching students to become teachers of Biology is the professional and intelligent. Lecturers should be an example and role model for prospective Biology teachers who cultivated because of their tendency to learn students more or less the same as how they be taught in LPTK.</p>


2012 ◽  
Vol 44 (3) ◽  
pp. 300-338 ◽  
Author(s):  
Kathryn Ciechanowski

This article provides micro analysis of one representative incident from a larger qualitative study to examine how third-grade bilingual students and their teacher negotiated academic disciplinary and popular culture discourses in a social studies unit on Jamestown and Pocahontas. Informed by discourse and linguistic analyses, this study explores the competing dominant and nondominant discourses as they intersected and overlapped in the complex literacy practices in this classroom. Ms. Montclair’s instruction was shaped by the textbook’s approach to social studies and accountability pressures of testing and content coverage. Yet the students drew from everyday popular resources in their thinking, taking up nonacademic discourses to understand content. This research explores the following questions: (a) What are the predominant discourses evident in the official curricular text and teacher’s enactment of it? (b) What are the discourses evident in children’s everyday resources drawn on to make sense of the school text? (c) How do specific linguistic features make possible these discourses and perspectives? Findings demonstrate that students navigated across multiple discourses that were different but represented dominant culture. As discourses intersected in class, participants provided a level of critical analyses but did not deeply take up nondominant perspectives despite their own positioning from linguistically and culturally nondominant backgrounds. By showing the complexity of literate and discursive practice, this article contributes to understandings of how bilingual and English language learner students confront the demands of academic disciplinary language, draw on their own resources to make sense of content, and require explicit instruction on language and social justice.


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