Science Teacher Preparation in Content-Based Second Language Acquisition

380 Pages·2017·9.1 MB·English

by  Alandeom W. Oliveira

ASTE Series in Science Education
Alandeom W. Oliveira
Molly H. Weinburgh Editors
Science Teacher
Preparation in
Content-Based
Second Language
Acquisition
ASTE Series in Science Education
More information about this series at h ttp://www.springer.com/series/11803
Alandeom W. Oliveira (cid:129) Molly H. Weinburgh
Editors
Science Teacher Preparation
in Content-Based Second
Language Acquisition
Editors
Alandeom W. Oliveira Molly H. Weinburgh
State University of New York Texas Christian University
Albany , NY , USA Fort Worth , TX , USA
ISSN 2214-5435 ISSN 2214-5443 (electronic)
ASTE Series in Science Education
ISBN 978-3-319-43514-5 ISBN 978-3-319-43516-9 (eBook)
DOI 10.1007/978-3-319-43516-9
Library of Congress Control Number: 2016953008
© Springer International Publishing Switzerland 2017
T his work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of
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Eosrtdi
The Project
The Inheritances Books are a collaborative project between Ichabod Crane High
School’s Illustration and ELL students. It is made possible by a grant from the
Berkshire Taconic Community Foundation.
The Student-Artist
Colleen Curry, Grade 12, 18 years old.
v
Acknowledgments
O n behalf of all the authors in the book, we wish to thank the leadership team of the
Association for Science Teacher Education (ASTE) for their generous support
throughout the planning and preparation process. The publication of this collection
of chapters would not have been possible without the hard work of the ASTE
Publications Committee and endorsement of the board. In addition, we (Alan and
Molly) wish to thank the reviewers who were recruited due to their expertise in the
fi eld of second-language acquisition in science. Each reviewer provided insightful
and provocative feedback to the authors in ways that clarifi ed and strengthened the
chapters. Special thanks needs to be given to Rory Glass, Autumn Joy Florencio-
Wain, Jerusalem Rivera-Wilson, and Monika Kirner-Ludwig. Their thoughtful
input was greatly appreciated.
W e are also indebted to the authors who contributed to this publication. The
geographic distribution of the authors provides a wide diversity of views on science
teacher preparation in contexts in which language acquisition is an issue. The
authors’ generosity and willingness to provide us with a glimpse of their efforts to
make science accessible to all learners (regardless of linguistic or cultural back-
ground) illuminate how science teacher educators can promote social justice and
equity at a global scale.
L astly, we would like to express our gratitude to Gayle Abrams (arts teacher in
Upstate NY) for providing us with the student artwork. Produced as part of The
Inheritances Books , this artwork is the result of a collaborative project between
Ichabod Crane High School’s illustration and second-language learners made pos-
sible by a generous grant from the Berkshire Taconic Community Foundation.
Thanks for their generosity in showcasing the artistic talents of our second-language
learners.
vii
Contents
1 Introduction: Science Teacher Preparation in Language
and Content ............................................................................................. 1
Alandeom W. Oliveira and Molly H. Weinburgh
Part I Pre-service Teacher Preparation
2 Cultivating Teacher Knowledge of the Role of Language
in Science: A Model of Elementary Grade Pre-Service
Teacher Preparation ............................................................................... 25
Marco A. Bravo
3 A Language-Based Approach to Content Instruction
(LACI) in Science for English Language Learners .............................. 41
Luciana C. de Oliveira
4 The Professional Development of Pre-service Teachers
in an Integrated Science and Language Acquisition
Curriculum with Third-Grade Students ............................................... 59
Anita C. Hernández
5 Developing an Adaptive Disposition for Supporting
English Language Learners in Science: A Capstone
Science Methods Course ......................................................................... 79
Sarah A. Roberts , Julie A. Bianchini , Jin Sook Lee ,
Sarah Hough , and Stacey L. Carpenter
6 Preparing Pre-service Secondary Teachers to Teach
Science to English Learners: Theory into Practice .............................. 97
Trish Stoddart , Jorge Solis , Edward G. Lyon , and Sara Tolbert
ix
x Contents
7 Online Professional Learning for Science Teachers
of Multilingual Learners ........................................................................ 117
Kara Mitchell Viesca , Elizabeth Mahon , Christopher D. Carson ,
and The eCALLMS Team
8 Preparing Science Teachers for English Learners:
A Targeted and Integrated Approach to Pre-service
Teacher Education .................................................................................. 137
Lara K. Smetana and Amy J. Heineke
Part II In-Service Teacher Preparation
9 The Integration of English Language Development
and Inquiry Science into a Blended Professional
Development Design ................................................................................ 163
Susan Gomez Zwiep and William J. Straits
10 Doing and Talking Science: Engaging ELs in the Discourse
of the Science and Engineering Practices ............................................. 179
Rita MacDonald , Emily Miller , and Sarah Lord
11 Academic Language and Literacy in Every Setting (ALLIES+):
Strengthening the STEM Learning Ecosystem .................................... 199
Susan O’Hara , Robert Pritchard , Deborah Pitta ,
Renee N. Newton , Uyen H. Do , and Lisa Sullivan
12 A Design-Based Model of Teacher Professional
Learning in the LISELL-B Project ....................................................... 215
Cory A. Buxton , Martha Allexsaht-Snider ,
Yainitza Hernández Rodríguez , Rouhollah Aghasaleh ,
Lourdes Cardozo-Gaibisso , and Mehtap Kirmaci
13 Science Teachers as Architects: Building and Supporting
Science-Learning Environments with Emergent
Bilingual Students ................................................................................... 235
Max Vázquez Domínguez , Martha Allexsaht-Snider ,
and Amanda Latimer
14 An Alternative Approach to Educating Secondary Science
and Mathematics Teachers: Meeting the Needs of Culturally
and Linguistically Diverse Youth ........................................................... 253
Cecilia M. Hernandez , Jamie S. Baker , Christine M. Reyes ,
and Lida J. Uribe-Flórez
15 A Functional Approach to Twenty-First Century
Science Literacy ...................................................................................... 271
Wei Zhang
Contents xi
Part III International Perspectives
16 Promoting the Integration of Inquiry Based Science
and English Learning in Primary Education Through
Triadic Partnerships ............................................................................... 287
Mariona Espinet , Laura Valdés-Sánchez , Núria Carrillo Monsó ,
Laura Farró Gràcia , Roser Martínez Vila , Núria López Rebollal ,
and Ana Castillon Pascual
17 Processing Science Through Content and Language
Integrated Learning (CLIL): A Teacher’s Practicum ......................... 305
Margaret Rasulo , Anna De Meo , and Maria De Santo
18 Science Workshop: Let Their Questions Lead the Way ...................... 323
Sara E. D. Wilmes
19 Deaf Students Using Sign Language in Mainstream
Science Classrooms ................................................................................. 341
Audrey Cameron , Rachel O’Neill , and Gary Quinn
Part IV Science Teacher Preparation
20 Epilogue: Emergent Trends and Threads ............................................. 363
Alandeom W. Oliveira and Molly H. Weinburgh
Notes on Contributing Authors. ..................................................................... 373