Student-teacher interaction in CLIL and non-CLIL elementary education

2021 ◽  
Author(s):  
Rafael Alejo-González ◽  
Manuel Lucero ◽  
Mary Schleppegrell ◽  
Ana Sánchez
Keyword(s):  
Elementary Education ◽  
Science Classroom ◽  
School Science ◽  
Teacher Interaction ◽  
Instructional Unit ◽  
Primary School Science ◽  
Verbal Strategies ◽  
Scaffolding Strategies ◽  
Verbal Scaffolding ◽  
Regular Session

Abstract This study analyzes interaction in a primary school science classroom. We compare the verbal scaffolding strategies used by a teacher during lessons from the same instructional unit taught in CLIL (English) and regular (Spanish) contexts. Results show that although there was no difference in the amount of information (‘content’) made available to students through the interactions, different verbal strategies were used (precision, justification and recall were more frequent in Spanish and exemplification in English) and that students were more active in engaging with science knowledge in the Spanish context. We discuss these findings in relation to the level of abstraction the teacher supported in interacting about science in the regular session, with implications for supporting children in learning both content and language in CLIL contexts.

scholarly journals 21st Century Learning in Primary Science Subject via Flipped Classroom Method: A Teacher’s Perspective

2019 ◽  
Vol 8 (2S9) ◽  
pp. 952-959 ◽  
Keyword(s):  
21St Century ◽  
Flipped Classroom ◽  
Tertiary Education ◽  
School Science ◽  
21St Century Learning ◽  
The Body ◽  
Primary Science ◽  
Body Of Knowledge ◽  
Primary School Science ◽  
Teacher's Perspective

The flipped classroom is one of the approaches used in 21st-century teaching practices. Contrary in primary education, various works of literature on the flipped classroom approach were studied in the secondary and tertiary education level. Thus, continuing the contribution to the body of knowledge, this preliminary research is done to explore the main themes in conducting a flipped classroom approach to promote 21st-century learning in primary school science. From the selection of a teacher, series of interviews, classroom observations and document reviews were analyzed systematically. The findings reveal three themes in primary science flipped classroom implementations including the affordances, assistance, and challenges. There are various aspects taken into consideration from the teacher and teaching surrounding for the flipped classroom settings to be conducive. The teacher realized that although flipped classroom helped her in many ways yet there are challenges that she needs to resolve. These findings provided a foundation for preliminary direction for the researcher to do further research planning

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

2019 ◽  
pp. 121-160
Author(s):  
Jennifer E. Renn ◽  
Annie Laurie Duguay
Keyword(s):  
Middle School ◽  
Language Development ◽  
Teacher Educators ◽  
Academic Language ◽  
Science Classroom ◽  
School Science ◽  
Middle School Science ◽  
Language And Literacy ◽  
Program Participant ◽  
Language Of Science

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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