Science Teacher Preparation in Content-Based Second Language Acquisition

  • Alandeom W. Oliveira
  • Molly H. Weinburgh

Part of the ASTE Series in Science Education book series (ASTE)

Table of contents

  1. Front Matter
    Pages i-xi
  2. Alandeom W. Oliveira, Molly H. Weinburgh
    Pages 1-21
  3. Pre-service Teacher Preparation

  4. In-Service Teacher Preparation

    1. Front Matter
      Pages 161-161
    2. Susan O’Hara, Robert Pritchard, Deborah Pitta, Renee N. Newton, Uyen H. Do, Lisa Sullivan
      Pages 199-213
    3. Cory A. Buxton, Martha Allexsaht-Snider, Yainitza Hernández Rodríguez, Rouhollah Aghasaleh, Lourdes Cardozo-Gaibisso, Mehtap Kirmaci
      Pages 215-234
    4. Max Vázquez Domínguez, Martha Allexsaht-Snider, Amanda Latimer
      Pages 235-252
  5. International Perspectives

    1. Front Matter
      Pages 285-285
    2. Mariona Espinet, Laura Valdés-Sánchez, Núria Carrillo Monsó, Laura Farró Gràcia, Roser Martínez Vila, Núria López Rebollal et al.
      Pages 287-303

About this book

Introduction

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. 

Keywords

5R model Academic conversations Bilingual students Content-specific pedagogical models English language learners Language educators Metalinguistic awarenss Pragmatic awareness Rhetorical consciousness Science educators Science teacher educators Teacher collaboration and co-teaching model Translanguaging science teacher prepration content and language integrated learning language and science science literacy

Editors and affiliations

  • Alandeom W. Oliveira
    • 1
  • Molly H. Weinburgh
    • 2
  1. 1.State University of New York at AlbanyAlbanyUSA
  2. 2.Texas Christian UniversityFort WorthUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-43516-9
  • Copyright Information Springer International Publishing Switzerland 2017
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-319-43514-5
  • Online ISBN 978-3-319-43516-9
  • Series Print ISSN 2214-5435
  • Series Online ISSN 2214-5443
  • About this book