Bridging Science and Language Development Through Interdisciplinary and Interorganizational Collaboration: What Does It Take?

2021 ◽  
Vol 32 (2) ◽  
pp. 114-124
Author(s):  
Daniella Molle ◽  
◽  
Weiqiong Huang ◽  
Keyword(s):  
Science Education ◽  
Language Development ◽  
Science Teachers ◽  
Interdisciplinary Collaboration ◽  
The United States ◽  
Multilingual Students ◽  
Design Resources ◽  
Content Area Instruction ◽  
Shed Light

This study addressed the intractable issue of ensuring that all students, including those who are linguistically and culturally diverse, have access to high quality science education. We explored the efforts of two organizations in the United States (one that supports science teachers and one that focuses on language development) to design resources that can inform science instruction for multilingual learners. We used Bronstein’s (2003) framework for interdisciplinary collaboration to shed light on the institutional, program, and interpersonal factors that defined and helped sustain the collaboration between the two organizations. The findings showcase what it takes to integrate equity, science, and language development considerations in resources designed to inform content-area instruction for multilingual learners. The paper adds to the nascent literature on the role of interdisciplinary collaboration in supporting the science education of multilingual students and is unique in its exploration of both the process and the product of this collaboration.

The Role of Preschool Peers in Children's Language Development

2021 ◽  
Vol 42 (02) ◽  
pp. 088-100
Author(s):  
Kelly M. Purtell ◽  
Arya Ansari ◽  
Qingqing Yang ◽  
Caroline P. Bartholomew
Keyword(s):  
Language Development ◽  
Research Policy ◽  
The United States ◽  
Learning And Development ◽  
Policy And Practice ◽  
Preschool Classrooms ◽  
Early Language Development ◽  
Maximum Benefit ◽  
Recent Attention

AbstractAlmost 5 million children attend preschool in the United States each year. Recent attention has been paid to the ways in which preschool classrooms shape children's early language development. In this article, we discuss the importance of peers and classroom composition through the lens of age and socioeconomic status and the implications for children's early learning and development. We also discuss the direct and indirect mechanisms through which classroom peers may shape each other's language development. As part of this discussion, we focus on exposure to peer language and engagement with peers, along with teachers' classroom practices. We conclude by discussing the ways in which teachers can ensure that children in classrooms of different compositions reap the maximum benefit, along with implications for research, policy, and practice.

scholarly journals Facing neoliberalism through dialogic spaces as sites of hope in science education: experiences of two self-organised communities

2021 ◽  
Author(s):  
Betzabé Torres-Olave ◽  
Paulina Bravo González
Keyword(s):  
Science Education ◽  
Science Teacher ◽  
Science Teachers ◽  
Teacher Educators ◽  
Political Knowledge ◽  
Sense Of Agency ◽  
Critical View ◽  
Counter Narratives ◽  
Science Teacher Educators

AbstractIn this paper, we discuss the role of dialogue in two layers; first, in relation to two self-organised communities of science teachers in which we participated and, second, our process of coming together during our PhDs to analyse these communities, a dialogue about the dialogue. Regarding the first layer, there is much to learn from science teachers and science teacher educators when they are organised in sites of learning that can be spaces of hope, beginnings, and becoming, as is illustrated in the case of these two self-organised communities. Regarding the second layer, we discuss the value of dialogue and the possibilities it offers to develop ideas for science education in a way that might be democratising, emancipatory, and offering counter-narratives in a neoliberal Chile. By engaging in this dialogue revisiting the practices of our communities, we gained a sense of agency within the field of science education. However, we realised that we need to move towards a critical view within our communities, and more contextual and transformative science education by translating these sites of hope to our educational praxis today. For us, this relates both to developing a collective view of how to make science education provide pedagogical conditions and experiences for critical and engaged citizenship and thinking how we can act and engage with different settings in solidarity. One way of moving towards this is by developing a political knowledge of our disciplines through a collective scientific conscientisation. Our communities are the departure points to achieve this.

scholarly journals A case for examining pre-service teacher preparation for inquiry teaching science with technology

2014 ◽  
Vol 22 ◽  
Author(s):  
Chris T. Shively ◽  
Randy Yerrick
Keyword(s):  
Educational Technology ◽  
Science Education ◽  
Teacher Preparation ◽  
Science Teachers ◽  
Learning Technology ◽  
Inquiry Teaching ◽  
Field Notes ◽  
Pre Service Teacher

Inquiry has been the framework for guiding reform-based science instruction. All too often, the role of technology is treated tacitly without contributions to this framework. This case study examines a collection of pre-service teachers enrolling in two educational technology courses and the role these experiences play in promoting inquiry teaching. Interviews, field notes, surveys, reflective digital narratives and student-generated exhibits served as the data informing the analysis of inquiry experiences which shaped the enacted lessons of science teachers. Implications for research and practices are discussed.Keywords: teacher reflection; science education; technologyCitation: Research in Learning Technology 2014, 22: 21691 - http://dx.doi.org/10.3402/rlt.v22.21691

scholarly journals TEACHERS’ VIEW OF LANGUAGE(S) IN (CLIL) SCIENCE EDUCATION: A CASE STUDY IN PORTUGAL

2019 ◽  
Vol 77 (5) ◽  
pp. 636-649
Author(s):  
Valentina Piacentini ◽  
Ana Raquel Simões ◽  
Rui Marques Vieira
Keyword(s):  
Science Education ◽  
Foreign Language ◽  
Science Teachers ◽  
Science Studies ◽  
Mother Tongue ◽  
Integrated Learning ◽  
Teacher Interviews ◽  
Verbal Language

The development of meaningful environments at school for the learning of Science as well as of foreign languages is an educational concern. CLIL (Content and Language Integrated Learning), aimed at the students’ acquisition of both the foreign Language and specific subject Content, is an approach that may promote the learning of English in use during subject classes and could result in the improvement of conditions and practices of Science education. Research, actually, reveals that teaching methodologies aware of language – such as CLIL – and other semiotic modes implied in Science are beneficial for the learning of Science. Studying a CLIL programme (“English Plus” project, EP), in which Science is taught/learnt with/in English, is thus relevant. A case study on the EP project and its participants (English and Science teachers, students involved in different school years) in one lower secondary state school in Portugal was carried out. In the present research, qualitative data collected through teacher interviews are presented and discussed, with the goal of understanding the role of Language(s) (verbal language in the mother tongue or English and other representation modalities) in the teaching of Science for EP teachers, both in conventional and project classes. A greater teacher awareness and use of Language(s), when an additional language (English, here) is also present for Science education, results from this work. This contributes to research on CLIL Science studies and teacher reflections on adopting a language-focused approach for Science education, also when the mother tongue is spoken. Keywords: CLIL (Content and Language Integrated Learning), EFL (English as a foreign language), language-focused science education, qualitative design, reflections on teaching.

scholarly journals The European Union and Image Resilience during Times of Crisis: The Role of Public Diplomacy

2017 ◽  
Vol 12 (4) ◽  
pp. 257-282 ◽  
Author(s):  
Mai’a K. Davis Cross ◽  
Teresa La Porte
Keyword(s):  
United States ◽  
European Union ◽  
Public Diplomacy ◽  
The United States ◽  
The European Union ◽  
Negative Perceptions ◽  
Exogenous Factors ◽  
Shed Light

A resilient actor is one with the capacity to recover from setbacks and obstacles, whether stemming from endogenous or exogenous factors. Beyond actual recovery, this article argues that there is also an important perceptional dimension. Image resilience is the capacity on the part of actors to overcome and deal with the widespread negative perceptions that often follow on the heels of these setbacks. The article argues that the ability to cultivate image resilience rests significantly on the power of public diplomacy. Through establishing a strong image for an actor over the longer term, public diplomacy enables that actor to be more resilient during times of crisis. The European Union is a particularly good case study to shed light on this. Using original interview evidence, this article examines a specific example of how the European Union was ultimately able to strengthen its image resilience in the United States through public diplomacy.

Bilingual Education: What Role for Mathematics Teaching?

1980 ◽  
Vol 27 (8) ◽  
pp. 14-17
Author(s):  
C. James Lovett
Keyword(s):  
United States ◽  
Social Studies ◽  
Language Development ◽  
Language Arts ◽  
Bilingual Education ◽  
Mathematics Teaching ◽  
The United States ◽  
Bilingual Programs ◽  
Mathematics Educators

The first bilingual schools in the United States were established prior to 1850 (Andersson and Boyer 1970) and bilingual education has existed in some form since that time. In recent years the field has expanded greatly and the literature on bilingual education has increased correspondingly, most of it focusing on general issues of language development and on the specific areas of language arts, reading, and social studies. Very little has been written specifically on the role of mathematics in bilingual classrooms. Not only must interested teachers search for isolated bits and pieces of information, but they also frequently discover that mathematics educators in many cases have been left out of the planning and implementation of bilingual programs.

scholarly journals BIBLIOMETRIC ANALYSIS OF THE WOS LITERATURE ON RESEARCH OF SCIENCE TEACHER FROM 2000 TO 2017

2019 ◽  
Vol 18 (5) ◽  
pp. 732-747
Author(s):  
Jianqiang Ye ◽  
Dimei Chen ◽  
Lingxin Kong
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Science Teacher ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Teacher Research ◽  
Teaching Practice ◽  
Web Of Science ◽  
The United States ◽  
Industrialized Countries

In order to explore the development of research of science teacher(RST), 904 articles from the Web of Science (WoS) core set based on bibliometric methods through R software were analyzed in this research. Specifically, it examined the co-occurrence relations of countries/regions, major journals, most cited references, and hot keywords from the macroscopic, mesoscopic and microscopic level of RST. The results showed that the core strength of RST is mainly from traditional industrialized countries such as the United States, Australia, and Britain. And some top journals in science education (such as Journal of Research in Science Teaching, Science Education) has to pay more attention on RST, it may also appeal to lots of top journals in general teacher education (such as Journal of Teacher Education, Teaching and Teaher Education). The research on science teachers was guided by several educational theories about teacher research, such as the teacher epistemological belief, reflective practice, and PCK. Moreover, theories in science education such as scientific literacy, scientific conceptual change also becomes the theoretical basis for science teachers’ teaching practice and scientific inquiry instructing. The knowledge, key competences, dispositions, and professional development of science teacher are the main keywords and hot topics in the field of RST. Keywords: science teacher research, bibliometric analyses, Web of Science.

The Role of the College and University in the Preparation of Foreign Language Teachers

PMLA ◽  
1960 ◽  
Vol 75 (2) ◽  
pp. 16-19
Author(s):  
Homer D. Babbidge
Keyword(s):  
Language Development ◽  
Foreign Language ◽  
Development Program ◽  
The United States ◽  
Language Teachers ◽  
Common Interest ◽  
College And University ◽  
National Defense Education Act ◽  
Education Act

When your distinguished Secretary invited me to speak to you today, we spoke casually of a factual report on the language development feature of the National Defense Education Act. It is tempting to rehearse for you what this Act has already done and what it shows certain promise of doing for the development of modern foreign language study in the United States; to report to you that only a year after the Act's passage, more than 50,000 youngsters are getting better instruction as a consequence of institute training for their teachers; that the so-called “neglected” languages have been given so much attention that French, German, and Spanish now feel distinctly neglected; and that more money has been committed for research in the teaching of modern foreign languages in this past year than has been spent for this purpose in all recorded history. But all of this can be read (or told to you by the Prophet Mildenberger and his disciples, who, so far as I can see, are stationed at every corner of this hotel) and I prefer to direct my remarks to a single aspect of the complex language development program in which we are jointly engaged; one that I trust has great common interest for this audience, and one that in its implications suggests some weighty responsibilities for your profession: the role of the college and university in the preparation of language teachers.

scholarly journals Science Education in the United States of America

1997 ◽  
Vol 3 (1) ◽  
pp. 52-63
Author(s):  
Audrey Champagne
Keyword(s):  
United States ◽  
Science Education ◽  
Federal Government ◽  
Science Teachers ◽  
United States Of America ◽  
Opportunity To Learn ◽  
Postgraduate Education ◽  
The United States ◽  
National Standards ◽  
Practice Of Science

Science education in the United States of America is in the midst of an unprecedented reform movement-unprecedented because the movement is driven by national standards developed with support from the federal government. The standards for science education are redefining the character of science education from kindergarten to the postgraduate education of scientists and science teachers. The theme permeating the new-vision science education is science literacy for all.  Science education is in a state of ferment, making it difficult to characterize the practice of science education in the United States. Because the federal government has no authority to control science education, the practice of science education across the nation has a history of great variability. The national standards provide a coherent vision for what should be. Were the vision realized, all students would have equal opportunity to learn science. However, economic, political, human, and cultural factors are making the achievement of the vision a challenge. 

scholarly journals "Supplying the Public with a Comprehensive Telegraph System": Switzerland and Telegraphic Communication, 1860-1915

2016 ◽  
Author(s):  
Roland Wenzlhuemer
Keyword(s):  
Nineteenth Century ◽  
Decisive Role ◽  
The United States ◽  
Historical Research ◽  
Global Network ◽  
Global Networks ◽  
The Public ◽  
The United Kingdom ◽  
Shed Light

Historical research has recently discovered its interest in the study of transregional and global networks of communication and their significance for the so-called “shrinking of the world”. In this context, the emergence and the role of a global telegraph network since the middle of the nineteenth century has started to attract scholarly attention. The foundations of this network have mostly been laid by actors from the United Kingdom, the United States, and other important colonial powers. The role of smaller European or non-European states and their position in the emerging global network has rarely been examined. Switzerland usually only enters this discussion as the host of the International Telegraph Union (ITU), which played a decisive role in the development of international telegraphic standards. However, Switzerland’s role within the network and the ways Swiss actors made use of telegraphic communication during the nineteenth century have not been studied so far. This study seeks to fill this gap by examining the development of telegraphy in Switzerland as well as the position of the country within a wider European and global communication network. It looks at a number of markers regarding telegraphic development in Switzerland, both from a structural and from a use perspective. The overall goal is to test how well-developed the Swiss telegraph network was during the period of observation and how the country compares to other European (and some non-European) countries. It aims to shed light on how Switzerland was structurally integrated into a wider European and global network, and on how intensively the existing infrastructure was put to use. Furthermore, the study aims to reveal what other countries across the globe the Swiss chose to communicate with telegraphically.

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