Science teacher preparation in content-based second language acquisition / Alandeom W. Oliveira, Molly H. Weinburgh, editors.
Oliveira, Alandeom W., editor.; Weinburgh, Molly H., editor.
2017
Q181 .S25 2017
Available Online

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Title Science teacher preparation in content-based second language acquisition / Alandeom W. Oliveira, Molly H. Weinburgh, editors.
ISBN 9783319435169 (electronic book)
3319435167 (electronic book)
9783319435145
3319435140
DOI https://doi.org/10.1007/978-3-319-43516-9
Publication Details Cham : Springer International Publishing, 2017.
Language English
Description 1 online resource (xi, 387 pages).
Item Number 10.1007/978-3-319-43516-9 doi
Call Number Q181 .S25 2017
Dewey Decimal Classification 507.1
Summary The primary purpose of this book is to provide science teacher educators with exemplars of professional development programs designed to prepare school teachers to effectively help language learners in science classrooms simultaneously gain language proficiency and conceptual understanding. To this end, this book examines seventeen science teacher preparation programs that span a wide variety of grade levels (elementary, middle, and secondary), countries (Italy, Luxemburg, Spain, UK, and US), and linguistic contexts (English as a Second Language, English as a Foreign Language, trilingual classrooms, and teaching deaf children science through sign language). The book is divided into three main parts. Each part consists of chapters that illustrate a common, cross-cutting theme in science teacher preparation in content-based second language acquisition, namely pre-service teacher preparation, in-service teacher preparation, and international perspectives. Each part provides many insights on the similarities and differences in the professional development approaches used to prepare science teaching with varied amounts of instructional experience help students in different parts of the world overcome linguistic barriers while simultaneously learning concepts central to science. Bringing together researchers from various academic backgrounds (science education, TESOL, and Applied Linguistics), attention is given to varied facets of the intersection of science and language learning in the specific context of school teacher preparation.
Bibliography, etc. Note Includes bibliographical references.
Access Note Access limited to authorized users.
Digital File Characteristics text file PDF
Source of Description Description based on print version record.
Added Author Oliveira, Alandeom W., editor.
Weinburgh, Molly H., editor.
Series ASTE series in science education.
Available in Other Form Science Teacher Preparation in Content-Based Second Language Acquisition.
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Introduction: Science Teacher Preparation in Language and Content, Alandeom W. Oliveira, and Molly H. Weinburgh
Part 1: Pre-service Teacher Preparation
Cultivating Teacher Knowledge of the Role of Language in Science: A Model of Elementary Grade Pre-Service Teacher Preparation, Marco A. Bravo
A Language-Based Approach to Content Instruction (LACI) in Science For English Language Learners, Luciana C. de Oliveira
The Professional Development of Pre-service Teachers in an Integrated Science and Language Acquisition Curriculum with Third-Grade Students, Anita C. Hernández
Developing an Adaptive Disposition for Supporting English Language Learners in Science: A Capstone Science Methods Course, Sarah A. Roberts, Julie A. Bianchini, Jin Sook Lee, Sarah Hough, and Stacey L. Carpenter
Preparing Pre-service Secondary Teachers to Teach Science to English Learners: Theory into Practice, Trish Stoddart, Jorge Solis, Edward G. Lyon, and Sara Tolbert
Online Professional Learning for Science Teachers of Multilingual Learners, Kara Mitchell Viesca, Elizabeth Mahon, Christopher D. Carson, and the eCALLMS Team
Preparing Science Teachers for English Learners: A Targeted and Integrated approach to Pre-service Teacher Education, Lara K. Smetana and Amy J. Heineke
Part 2: In-service Teacher Preparation
The Integration of English Language Development and Inquiry Science into a Blended Professional Development Design, Susan Gomez Zwiep, and William J. Straits
Doing and Talking Science: Engaging ELs in the Discourse of the Science and Engineering Practices, Rita MacDonald, Emily Miller, and Sarah Lord


Academic Language and Literacy in Every Setting (ALLIES+): Strengthening the STEM Learning Ecosystem, Susan O'Hara, Robert Pritchard, Deborah Pitta, Renee Newton, Uyen Do, and Lisa Sullivan
A Design-based Model of Teacher Professional Learning in the LISELL-B Project, Cory A. Buxton, Martha Allexsaht-Snider, Yainitza Hernandez Rodriguez, Rouhollah Aghasaleh, Lourdes Cardozo-Gaibissa, and Mehtap Kirmaci
Science Teachers as Architects: Building and Supporting Science-Learning Environments with Emergent Bilingual Students, Max Vázquez Domínguez, Martha Allexsaht-Snider, and Amanda Latimer
An Alternative Approach to Educating Secondary Science and Mathematics Teachers: Meeting the Needs of Culturally and Linguistically Diverse Youth, Cecilia M. Hernandez, Jamie S. Baker, Christine M. Reyes, and Lida J. Uribe-Flórez
A Functional Approach to 21st Century Science Literacy, Wei Zhang
Part 3: International Perspectives
Promoting the Integration of Inquiry Based Science and English Learning in Primary Education through Triadic Partnerships, Mariona Espinet, Laura Valdés-Sánchez, Núria Carrillo, Laura Farró, Roser Martínez, Núria López, and Ana Castillón
Processing Science through Content and Language Integrated Learning (CLIL): A Teacher's Practicum, Margaret Rasulo, Anna De Meo, and Maria De Santo
Science Workshop: Let their Questions Lead the Way, Sara E.D. Wilmes
Deaf Students Using Sign Language in Mainstream Science Classrooms, Audrey Cameron, Rachel O'Neill, and Gary Quinn
Part 4: Science Teacher Preparation
Epilogue: Emergent Trends and Threads, Alandeom W. Oliveira, and Molly H. Weinburgh
Author Biographies.

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