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ERIC Number: EJ1175499
Record Type: Journal
Publication Date: 2011
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2153-4799
Developing Academic Language and Content for Emergent Bilinguals through a Science Inquiry Unit
Mercuri, Sandra; Ebe, Ann E.
Journal of Multilingual Education Research, v2 Article 6 p81-102 Spr 2011
There is growing evidence that schools are not meeting the needs of emergent bilinguals who are falling behind in both academic language development and content knowledge learning. In response to this concern, this article proposes five research-based guidelines for promoting effective instruction for emergent bilinguals. In order to connect theory to practice, implementation of these guidelines is explored through a descriptive study, within a qualitative paradigm, involving Jessica, a Spanish/English bilingual third-grade teacher. Through a description of her science inquiry unit on water, the authors outline how Jessica's instruction reflected the five guidelines. The analysis of her instruction revealed that Jessica developed a standards-based, challenging and enriching inquiry-based curriculum; had high expectations for all of her students and capitalized on their background knowledge and experiences; used a variety of strategies to foster the development of both language and content; created an environment that valued and supported primary language development; and focused on teaching academic language in both English and Spanish.
New York State Association for Bilingual Education. 726 Broadway 5th Floor, New York, NY 10003. Tel: 718-817-5875; e-mail: jmer@fordham.edu; Web site: https://fordham.bepress.com/jmer/
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California