Attending to science language demands in multilingual classrooms: a case study

Seah, Lay Hoon; Silver, Rita Elaine

doi:10.1080/09500693.2018.1504177

Cited by 36 publications

(28 citation statements)

References 34 publications

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“…In this sense, a theory of practice involves continual reflection and action. (p.35) Taken together, the findings draw attention to the effects of teachers' and students' epistemological beliefs and pre-assumptions of roles and responsibilities on reform implementation, adding, thereby, to previous studies on reform implementation and, more particularly, contributing to the literature on the implementation of LCE (Seah & Silver, 2018) and on the contextualization of second language education (Al-Humaidi, 2015). At this point, it can argued that, besides being informed about existing choices, teachers need to investigate reform-oriented methods by themselves, neither to conform to nor to reject them, but rather to make sense of them so that they can be meaningfully implemented within their own teaching situations.…”

Section: Discussionmentioning

confidence: 51%

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2020

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Section: Discussionmentioning

confidence: 51%

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2020

ijl

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“…Taken together, the findings draw attention to the effects of teachers' and students' epistemological beliefs and pre-assumptions of roles and responsibilities on reform implementation, adding, thereby, to previous studies on reform implementation and, more particularly, contributing to the literature on the implementation of LCE (Seah & Silver, 2018) and on the contextualization of second language education (Al-Humaidi, 2015). At this point, it can argued that, besides being informed about existing choices, teachers need to investigate reform-oriented methods by themselves, neither to conform to nor to reject them, but rather to make sense of them so that they can be meaningfully implemented within their own teaching situations.…”

Section: Discussionmentioning

confidence: 55%

Learner-Centered English Language Teaching: Premises, Practices, and Prospects

Badjadi¹

2020

ijl

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Although learner-centered education is claimed to have several learning gains, research suggests that teachers' attitudes and practices play a crucial role in promoting its prolific outcomes. This study examines the adaptation of learner-centered education and examines how it has been implemented in second language teaching by university teachers since launching an educational shift embodied in the learner-centered reform a decade ago. In so doing, a questionnaire was distributed to a random sample of 128 instructors. The data collected were analyzed through descriptive and inferential statistical analyses using the Statistical Package for Social Sciences SPSS 16.0 software. Meanwhile, interviews were analyzed qualitatively. The quantitative analysis of data provides a snapshot of instructors' attitudes towards Learnercentered education and the extent to which they implemented it in their courses. More importantly, the analysis of qualitative interview results outlines a "contextualized" framework that takes into account the conceptual nature of the global premises of Learner-centered education by linking them to teachers' perceptions and practices in a particular context. The findings provide insights into the dynamism of meeting college students' second language learning needs. The study further addresses the problems of designing teacher training that aims at promoting higher education second language learning in the Middle East and North Africa context.

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“…Their study shows that these teachers did not just focus on basic literacy skills, but also on disciplinary literacy skills. Seah and Silver (2020) investigated how three science teachers foregrounded language so as to support their students' access to the topic in linguistically diverse Grade 9 classes. Especially one of the teachers, who participated in the study, supported the students to better understand and express the subject content by 'consistently tun [ing] in to the students' prior knowledge of and about scientific knowledge and their difficulties with scientific language and use' (Seah andSilver 2020, 2467).…”

Section: Introductionmentioning

confidence: 99%

To integrate a language focus in a linguistically diverse physics classroom

Uddling

2021

Language and Education

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It has previously been suggested that there is a need for a more language focused science instruction, especially in linguistically diverse classrooms, where many students are second language learners. But it has also been suggested that teachers may feel uncertainty about how to teach in ways that promote learning of both subject matter and language. Previous studies have revealed how the language of science, especially the written language of science, is used to create a certain meaning. Research on interventions shows how this knowledge, through a functional metalanguage, can be used successfully. However, few studies explore how teachers in science instruction themselves integrate a language focus in their linguistically diverse classrooms. This ethnographic case study investigates how a teacher, through her planned metalanguage activities, integrated language in her physics classrooms in Year 5. The results reveal that (1) the activities focused on the students' literacy development; (2) the activities sometimes had an integrated language and subject focus and sometimes an isolated language focus; and (3) the students put a great deal of effort into understanding how they were to perform the various framed activities. The study has implications for how a language focus can be integrated in subject teaching.

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Attending to science language demands in multilingual classrooms: a case study

Cited by 36 publications

References 34 publications

Untitled

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Learner-Centered English Language Teaching: Premises, Practices, and Prospects

To integrate a language focus in a linguistically diverse physics classroom

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