Teaching Science to Language Minority Students: Theory and Practice

B́a trước
Multilingual Matters, 1996 - 201 trang
1 Bài đánh giá
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In the USA, the number of college students with limited English proficiency is increasing. Even after successfully completing a course of English as a second language, many face both linguistic and cultural barriers in mainstream classes. This book focuses on both the theory and practice of assisting such students, especially in the sciences. As the number of non-native English speaking students increases at colleges and universities, innovative approaches are needed to successfully educate this population and how science is taught may be crucial. Instruction in the students' native language may become increasingly important in attracting and retaining non-native English speakers in college. This book is aimed primarily at staff who teach science to LEP undergraduates, but others who should be interested include staff involved with postgraduate students and high school science teachers.
 

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Prologue
1
Defining the Issues
11
Second Language Acquisition Theory and its Application
38
The Many Cultures of the Science Classroom
64
Learning Styles Science Instruction and Ethnicity
80
How Instructors Can Help Limited English Proficient Students
92
Issues Related to Rhetoric Writing and Reading
104
Providing Academic Support to Science Students
120
Instruction
140
Science to Undergraduates of Limited English Proficiency
150
Epilogue
175
References
181
Index
193
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