The role of language objectives: Strengthening math and science teachers' language awareness with emergent bilinguals in secondary classrooms

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dc.contributor.authorHansen-Thomas, Holly
dc.contributor.authorLangman, Juliet
dc.contributor.authorSokoloski, Tiffany Farias
dc.creator.orcidhttps://orcid.org/0000-0002-4962-9446
dc.date.accessioned2019-09-05T13:59:41Z
dc.date.available2019-09-05T13:59:41Z
dc.date.issued2019
dc.descriptionArticle originally published by Latin American Journal of Content & Language Integrated Learning, 11(2), 193–214. Published online 2019. https://doi.org/10.5294/laclil.2018.11.2.2
dc.description.abstractThis study focuses on the linguistic foundation of sound pedagogic practices related to non-language content areas referring especially to language objectives; it employ Tharp and Gallimore’s theory on learning: making teaching visible in order to develop the students’ thinking. In the contexts of training both before and after service, a study was conducted on how secondary- science and math teachers contextualize their own teaching according to Emergent Bilinguals (EBs) by using interviews and focus group discussions. Findings reveal that teachers gradually develop an increased sense of importance of language objectives over time. The strengths and challenges highlighted through the study show the need for increased teacher training in the area of teacher language awareness (TLA). So far, the predominance of TLA in the classrooms has been on language, rather than content. Based on the current analysis of how content teachers define and employ language objectives in their teaching, this study proposes a few ways to provide math and science teachers with tools for incorporating language into everyday teaching practices. The present study further supports the call for attention on the needs of all content teachers who work with EBs on training in language awareness.en_US
dc.identifier.citationThis is the published version of an article that is available at https://doi.org/10.5294/laclil.2018.11.2.2. Recommended citation: Hansen-Thomas, H., Langman, J., & Farias Sokoloski, T. (2019). The role of language objectives: Strengthening math and science teachers’ language awareness with emergent bilinguals in secondary classrooms. Latin American Journal of Content & Language Integrated Learning, 11(2), 193–214. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.en_US
dc.identifier.urihttps://doi.org/10.5294/laclil.2018.11.2.2
dc.identifier.urihttps://hdl.handle.net/11274/11788
dc.language.isoen_USen_US
dc.publisherUniverisdad de La Sabanaen_US
dc.rights.licenseCC-BY 3.0
dc.subjectMath and science teachingen_US
dc.subjectTeacher language awarenessen_US
dc.subjectTeaching practiceen_US
dc.subjectEmergent bilingualsen_US
dc.subjectLanguage objectivesen_US
dc.titleThe role of language objectives: Strengthening math and science teachers' language awareness with emergent bilinguals in secondary classroomsen_US
dc.typeArticleen_US

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