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Content-based instruction in the context of Chinese immersion: An exploration of corrective feedback ...
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Yao, Qin. - : Digital Repository at the University of Maryland, 2016
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Authentizität und Lernen - das Fach in der Fachdidaktik. Gesellschaft für Didaktik der Chemie und Physik Jahrestagung in Berlin 2015
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Maurer, Christian Hrsg.. - : Universität Regensburg, 2016. : Regensburg, 2016. : pedocs-Dokumentenserver/DIPF, 2016
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In: Regensburg : Universität Regensburg 2016, 610 S. - (Gesellschaft für Didaktik der Chemie und Physik; 36) (2016)
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| 83 |
Géneros orales y enseñanza de E/LE en el contexto escolar portugués
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The Giver as content-based reading instruction: Student beliefs about using literature for ESL
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In: Graduate Theses and Dissertations (2016)
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The relationship between foreign languages and the process of internationalization: evidence from the international literacy coordination of a federal university ...
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Connecting the Dots: Effects of Close Reading on Students' Comprehension of Primary Sources
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| 87 |
Second Language Anxiety and Task Complexity
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In: TDX (Tesis Doctorals en Xarxa) (2016)
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Oral Discourse in Foreign Language Education. The Speaking Activities in EFL Textbooks and the CEFR
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CONTENT OF TEACHING PROFESSIONALLY ORIENTED WRITTEN COMMUNICATION ; Содержание обучения профессионально ориентированной письменной речи ; Зміст навчання професійно орієнтованого писемного мовлення
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In: Передовое образование; 2015: ; 4-7 ; Advanced Education; 2015: Issue 4; 4-7 ; Новітня освіта; 2015: ; 2410-8286 ; 2409-3351 (2016)
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| 92 |
In the case of high attaining, phonemically aware, bilingual Year One children, can spelling tests using phonemically irregular words be an effective strategy in order to improve spelling?
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Combining PBL and CLIL in the scientific laboratory in secondary education
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The impact of disaggregating concept and specialist language on content learning and academic Identity formation: an instructional approach for English language learners in content-rich subjects
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Abstract:
Research Doctorate - Doctor of Philosophy (PhD) ; This study investigated the impact of disaggregating concepts and specialist language in teaching content-rich courses such as Science and Mathematics. A particular teaching strategy was developed, implemented and evaluated during the teaching intervention: Engaging Disaggregation of Word and concept INstruction (EDWINs). EDWINs aimed primarily to address the challenges confronting English Language Learners (ELLs) in learning Science and Mathematics implied by recent literature. This literature reflected three concerns: first, the use of specialist language in Science poses difficulty in acquiring scientific literacies. Second, highly abstract academic language in Mathematics poses similar difficulty. Third, pressure on students to use specialist language may reduce their engagement, as symbolic cultural membership in the discipline may signal identity mismatch which promotes student perceptions of inferiority rather than inclusion. The impact of disaggregation was investigated through an Embedded Mixed Methods Design study that drew on quantitative test results and interpretation of classroom interactions, comparing group performances and social interaction during the classroom instruction. The participating classes were taken from schools in the southernmost part of the Philippines. There were four elementary and four high schools being involved, two urban and two rural schools at each level and one private and one public school in each pair.The disaggregated approach appeared to have substantial impact on both Science and Mathematics achievement. Students taught using the disaggregated approach demonstrated greater improvement in both conceptual and linguistic understanding than those taught by more traditional methods. This suggests that using a disaggregated approach may lessen student difficulty within content-rich courses with English as the medium of instruction.
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Keyword:
English language learners learning science and mathematics; science and mathematics teaching; science and mathematics teaching strategy; teaching strategies for ELLs in content courses
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URL: http://hdl.handle.net/1959.13/1314401
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Content-based instruction in the context of Chinese immersion: An exploration of corrective feedback
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ИНФОРМАЦИОННО-ПРОЕКТНЫЙ МЕТОД ПРИ ПОДГОТОВКЕ БУДУЩИХ СПЕЦИАЛИСТОВ В СФЕРЕ ИНФОРМАЦИОННЫХ ТЕХНОЛОГИЙ (С ИСПОЛЬЗОВАНИЕМ СИСТЕМЫ MOODLE)
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Винник, В.; Штанюк, А.. - : Общество с ограниченной ответственностью "Издательский Дом "Академия Естествознания", 2015
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СОДЕРЖАНИЕ И ОСОБЕННОСТИ ПРОФЕССИОНАЛЬНО ОРИЕНТИРОВАННОГО ОБУЧЕНИЯ ИНОСТРАННОМУ ЯЗЫКУ
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СПЕЦИФИКА ОБУЧЕНИЯ АУДИРОВАНИЮ СТУДЕНТОВ НЕЯЗЫКОВЫХ СПЕЦИАЛЬНОСТЕЙ
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