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Science Teacher Preparation in Content-Based Second Language Acquisition

Overview of attention for book
Science Teacher Preparation in Content-Based Second Language Acquisition
Springer International Publishing

Table of Contents

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    Book Overview
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    Chapter 1 Introduction: Science Teacher Preparation in Language and Content
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    Chapter 2 Cultivating Teacher Knowledge of the Role of Language in Science: A Model of Elementary Grade Pre-Service Teacher Preparation
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    Chapter 3 A Language-Based Approach to Content Instruction (LACI) in Science for English Language Learners
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    Chapter 4 The Professional Development of Pre-service Teachers in an Integrated Science and Language Acquisition Curriculum with Third-Grade Students
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    Chapter 5 Developing an Adaptive Disposition for Supporting English Language Learners in Science: A Capstone Science Methods Course
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    Chapter 6 Preparing Pre-service Secondary Teachers to Teach Science to English Learners: Theory into Practice
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    Chapter 7 Online Professional Learning for Science Teachers of Multilingual Learners
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    Chapter 8 Preparing Science Teachers for English Learners: A Targeted and Integrated Approach to Pre-service Teacher Education
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    Chapter 9 The Integration of English Language Development and Inquiry Science into a Blended Professional Development Design
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    Chapter 10 Doing and Talking Science: Engaging ELs in the Discourse of the Science and Engineering Practices
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    Chapter 11 Academic Language and Literacy in Every Setting (ALLIES+): Strengthening the STEM Learning Ecosystem
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    Chapter 12 A Design-Based Model of Teacher Professional Learning in the LISELL-B Project
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    Chapter 13 Science Teachers as Architects: Building and Supporting Science-Learning Environments with Emergent Bilingual Students
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    Chapter 14 An Alternative Approach to Educating Secondary Science and Mathematics Teachers: Meeting the Needs of Culturally and Linguistically Diverse Youth
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    Chapter 15 A Functional Approach to Twenty-First Century Science Literacy
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    Chapter 16 Promoting the Integration of Inquiry Based Science and English Learning in Primary Education Through Triadic Partnerships
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    Chapter 17 Processing Science Through Content and Language Integrated Learning (CLIL): A Teacher’s Practicum
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    Chapter 18 Science Workshop: Let Their Questions Lead the Way
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    Chapter 19 Deaf Students Using Sign Language in Mainstream Science Classrooms
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    Chapter 20 Epilogue: Emergent Trends and Threads
Attention for Chapter 13: Science Teachers as Architects: Building and Supporting Science-Learning Environments with Emergent Bilingual Students
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Citations

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Summary Dimensions citations
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Chapter title
Science Teachers as Architects: Building and Supporting Science-Learning Environments with Emergent Bilingual Students
Chapter number 13
Book title
Science Teacher Preparation in Content-Based Second Language Acquisition
Published in
ASTE Series in Science Education, October 2016
DOI 10.1007/978-3-319-43516-9_13
Book ISBNs
978-3-31-943514-5, 978-3-31-943516-9
Authors

Max Vázquez Domínguez, Martha Allexsaht-Snider, Amanda Latimer

Editors

Alandeom W. Oliveira, Molly H. Weinburgh

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 2 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 2 100%

Demographic breakdown

Readers by professional status Count As %
Student > Bachelor 1 50%
Researcher 1 50%
Readers by discipline Count As %
Arts and Humanities 1 50%
Social Sciences 1 50%

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