English Second Language Students in a Grade 11 Biology Class: Relationships between Language and Learning.
Notice bibliographique
Résumé
For English-as-a-Second-Language (ESL) students learning academic content is complex. The purpose of this study is to explore and gain an understanding of ESL students' participation and learning in grade 11 biology classes in a secondary school in Vancouver, British Columbia. The paper reports on one aspect of the study--the mediational role of language in learning biology terms and concepts. The main question guiding this aspect of the study was: what are the relationships between language and the ESL students' learning of biology terms and concepts? This question was explored by focusing on the following: teaching, how the teacher explains terms and concepts; and learning, how students' interpret terms and concepts in the teacher's oral explanations and written questions. The significance of this study lies in the provision of insights into particular language and content-related issues associated with both the learning and teaching of science in a mainstream secondary science classroom. Results suggest the following: (1) talking about language is integral to biology teaching and learning; (2) teaching involves more than showing and describing concepts in isolation; (3) English words in science worksheets often elicit functional explanations that support the construction of discourses of reasoning; and (4) new labels in second language may refer to a different set of features associated with the concept. (Contains 34 references, 4 figures, and 1 table.) (KFT) Reproductions supplied by EDRS are the best that can be made from the original document. Kamini Jaipal UBC Paper presented at AERA, Seattle, 2001 04/08/01 ENGLISH SECOND LANGUAGE STUDENTS IN A GRADE 11 BIOLOGY CLASS: RELATIONSHIPS BETWEEN LANGUAGE AND LEARNING Introduction In a study on the status of ESL in British Columbia schools, Naylor (1994) reports that teachers are unsure about how to teach ESL students in mainstream classes. Krug lySmolska (1995) also reports that the teachers in her study seemed ill-equipped to deal with students experiencing language difficulties in their classrooms (p. 54). For ESL students, learning academic content is complex. ESL students need to learn the English language and to use that language for learning. Their success as learners depends both on the acquisition of English language skills and academic content (Mohan, 1986). There is strong evidence that ESL students need from 4 to 6 years to acquire the level of English language proficiency required to participate fully in classroom settings (Cummins, 1981; Wong-Filmore, 1986). These research findings suggest that there is a need to examine ESL students' learning in mainstream academic classes in an effort to provide support for both ESL students and teachers.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».