Mediation in the relationship among EL status, vocabulary, and science reading comprehension

Ardasheva, Yuliya; Newcomer, Sarah N.; Firestone, Jonah B.; Lamb, Richard

doi:10.1080/00220671.2016.1175407

Cited by 16 publications

(11 citation statements)

References 46 publications

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“…In an L2 context it can also act as a barrier for readers/listeners to infer the meaning of unknown lexis. The importance of technical vocabulary knowledge over and above general vocabulary for the L2 comprehension of science related-text was also highlighted by Ardasheva et al's (2017) study.…”

Section: Discussionmentioning

confidence: 71%

The effects of read-aloud assistance, vocabulary and background knowledge on comprehension of health-related texts of Sri-Lankan English as second language speakers

Ratajczak¹,

Indrarathne²,

Kormos³

2021

Journal of the European Second Language Association

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Section: Discussionmentioning

confidence: 71%

The effects of read-aloud assistance, vocabulary and background knowledge on comprehension of health-related texts of Sri-Lankan English as second language speakers

Ratajczak¹,

Indrarathne²,

Kormos³

2021

Journal of the European Second Language Association

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“…Peran bahasa dalam mencapai tujuan pembelajaran sains dapat dilakukan untuk mengenalkan dan menjelaskan definisi kosakata sains, penggunaan kalimat yang benar dalam menjelaskan konsep, struktur kalimat saat menuliskan hasil pengamatan, dan penggunaan ejaan dengan benar agar bacaan dapat lebih mudah dipahami. Hal ini sejalan dengan penelitian yang dilakukan Ardasheva et al, (2017) yang menunjukkan kosakata menjadi kontributor utama dalam keberhasilan membaca teks sains secara komprehensif dan penggunaan kosakata sains harus dipertimbangkan dengan cermat dan didasarkan pada tujuan instruksional dari pelajaran sains (Zwiep et al, 2011) Beberapa guru Guru A, guru D dan guru E yang mengajar di sekolah berlokasi di pinggiran kota menyampaikan pengaruh penggunaan bahasa daerah masih sangat tinggi dan dirasakan menjadi penghambat saat belajar sains. Guru E menyampaikan: kalau keseharian di daerah Tangerang Selatan tempat saya mengajar, kadang masih campur dengan bahasa daerah.…”

Section: B Bahasa Sebagai Kendala Dalam Pembelajaran Sainsunclassified

Literasi Sains dan Asesmen Kompetensi Minimum (AKM): Integrasi Bahasa dalam Pendidikan Sains

et al. 2022

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Integrasi bahasa dalam pembelajaran sains dianggap mampu meningkatkan keterampilan literasi sains siswa. Penelitian ini bertujuan untuk mengungkapkan persepsi guru tentang peran bahasa dalam proses pembelajaran sains dalam rangka mendukung pengembangan literasi sains siswa. Penelitian dilakukan dengan cara mewawancarai 9 orang guru SD dari berbagai level kelas mengadopsi pendekatan interpretatif untuk data kualitatif. Hasil penelitian mengungkapkan bahwa para guru memiliki persepsi yang baik tentang literasi sains dan memahami berbagai kesulitan siswa terkait dengan penggunaan bahasa dalam pendidikan sains, terutama pengaruh bahasa daerah, penggunaan kosa kata sains, dan menulis secara ilmiah. Guru mempunyai strategi menyelesaikan masalah bahasa dalam pendidikan sains yang dilakukan secara langsung di dalam pembelajaran sains dan di luar pembelajaran sains. Persepsi guru yang baik tentang literasi sains dan definis AKM akan mendukung keberhasilan implementasi pelaksanaan AKM.

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“…All these features are typical of the academic register (e.g., Bailey, 2007;Schleppegrell, 2001) and, specifically, of the language of science (e.g., Ardasheva et al, 2019;Francis & Stephens, 2018;Frändberg et al, 2013;Seah et al, 2014;Snow, 2010). The mastery of academic language substantially contributes to student achievement (Ardasheva et al, 2017;Meneses et al, 2018;Schuth et al, 2017), thus highlighting the interrelatedness of language and conceptual understanding (Francis & Stephens, 2018;Snow, 2010).…”

Section: Promoting Students' Content Knowledge and (Academic) Languag...mentioning

confidence: 99%

Instructional support in inquiry-based elementary school science classes: how does it relate to students’ science content knowledge and academic language proficiency?

et al. 2022

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Inquiry-based science instruction has been proposed as an optimal learning environment for language-integrated teaching. While its potential for developing both content knowledge and language skills has been shown for students with limited language proficiency, research focusing on mainstream classrooms has mainly considered domain-specific learning. Despite the effectiveness of inquiry-based science instruction for student outcomes, research on the role of specific aspects of instructional quality is limited. Addressing this research gap, the present study investigates the relationship between teachers’ instructional support during inquiry-based science classes and elementary school students’ learning gains in science content knowledge and academic language proficiency. Multilevel regression analyses are based on data from 459 German elementary school students from Grades 3 and 4 who participated in a longitudinal intervention study that took place over one school year. Our findings indicate a strong impact of students’ prior knowledge on learning outcomes and compositional effects for the language-related measures. Relations between teachers’ instructional support, as measured by the Classroom Assessment Scoring System (CLASS; Pianta et al., 2008), and students’ learning outcomes did not emerge. In interpreting the results, the overall mediocre quality of teachers’ instructional support needs to be considered.

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Mediation in the relationship among EL status, vocabulary, and science reading comprehension

Cited by 16 publications

References 46 publications

The effects of read-aloud assistance, vocabulary and background knowledge on comprehension of health-related texts of Sri-Lankan English as second language speakers

The effects of read-aloud assistance, vocabulary and background knowledge on comprehension of health-related texts of Sri-Lankan English as second language speakers

Literasi Sains dan Asesmen Kompetensi Minimum (AKM): Integrasi Bahasa dalam Pendidikan Sains

Instructional support in inquiry-based elementary school science classes: how does it relate to students’ science content knowledge and academic language proficiency?

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