The Role of Language Objectives: Strengthening Math and Science Teachers’ Language Awareness with Emergent Bilinguals in Secondary Classrooms

Hansen‐Thomas, Holly; Langman, Juliet; Sokoloski, Tiffany Farias

doi:10.5294/laclil.2018.11.2.2

Cited by 9 publications

(1 citation statement)

References 15 publications

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“…If science teachers do not know how to teach scientific language in their classroom, it can lead to scientific language anxiety for students and thus hinders their learning . In accordance with the scientific language awareness a teacher should possess regarding the importance of scientific language in the teaching and learning process, teachers seem not to consider scientific language characteristics in their teaching − ,,− or are even unaware of their word choices, e.g., by using scientific terms students actually do not know yet or in an everyday sense, and therefore might convey false knowledge. ,,,,− Additionally, some science teachers see no relevance in formulating lesson objectives regarding scientific language or even do not see teaching scientific language as their task. ,,,− …”

Section: Introductionmentioning

confidence: 99%

Development, Implementation, and Evaluation of a Pre-service Chemistry Teacher Preparation Unit on Fostering Pedagogical Scientific Language Knowledge

Mönch,

Markic

2023

J. Chem. Educ.

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Language, and thus scientific language, is essential for chemistry teaching and learning. To be able to successfully teach the scientific language of chemistry, the Chemish, (prospective) chemistry teachers need to possess pedagogical scientific language knowledge (PSLK). Thus, teacher preparation needs to focus explicitly on Chemish and its teaching and learning. Therefore, this paper presents and discusses a case study on the development of a seminar unit to foster pre-service chemistry teachers' PSLK. In concrete, this includes (i) sensitizing pre-service chemistry teachers regarding Chemish, (ii) providing pre-service chemistry teachers with knowledge about Chemish and methods and tools to teach Chemish, and (iii) letting them develop their own teaching activities. The seminar unit's development follows the model of participatory action research in university teacher teaching. This paper presents the first cycle for piloting the seminar unit within an obligatory chemistry education course with eight pre-service chemistry teachers. The focus is put on the course of the seminar unit as well as the results of the first evaluation cycle using a mixed methods design. The evaluation reveals that pre-service chemistry teachers' pedagogical scientific language knowledge developed focusing on the three named components. In the meaning of a cyclical development, results are discussed and suggestions for further changes are made.

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