Abstract
El rol de los objetivos de lenguaje: fortaleciendo la conciencia linguistica de los maestros de matematicas y ciencias con los bilingues emergentes en las clases secundariasO papel dos objetivos da linguagem: fortalecer a consciencia linguistica dos professores de matematica e ciencias com os bilingues emergentes nas aulas secundariasThis 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.To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA)Hansen-Thomas, H., Langman, J., & Farias, T. (2018). The role of language objectives: Strengthening math and science teachers’ language awareness with emergent bilinguals in secondary classrooms. LACLIL, 11(2), 193-214. DOI: 10.5294/laclil.2018.11.2.2Received: 22/10/2018Approved: 13/02/2019
Highlights
IntroductionThis study aims to illustrate the linguistic foundation of good teaching practices in content areas, especially mathematics and science
HANSEN-THOMAS, Juliet LANGMAN, Tiffany FARIAS SOKOLOSKIThis study aims to illustrate the linguistic foundation of good teaching practices in content areas, especially mathematics and science
The target study examines how secondary-science and math teachers contextualize their own teaching practice, the role they assign to language when teaching these subjects, and what they think about Emergent Bilinguals (EBs) in their content area classes
Summary
This study aims to illustrate the linguistic foundation of good teaching practices in content areas, especially mathematics and science. It examines teacher practices through an extension of Tharp and Gallimore’s (1988) metaphor of learning: making teaching for developing student thinking visible. The target study examines how secondary-science and math teachers contextualize their own teaching practice, the role they assign to language when teaching these subjects, and what they think about Emergent Bilinguals (EBs) in their content area classes. This study focuses on language objectives, the way that content area teachers understand their role and make use of language objectives (or not) as a way to contextualize their teaching for learning.
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