Secondary Science Teaching For English Learners: Developing Supportive And Responsive Learning Contexts For Sense-making And Language Development by Edward G. LyonSecondary Science Teaching For English Learners: Developing Supportive And Responsive Learning Contexts For Sense-making And Language Development by Edward G. Lyon

Secondary Science Teaching For English Learners: Developing Supportive And Responsive Learning Contexts For Sense-making And Language Development

byEdward G. Lyon, Sara Tolbert, Jorge Solís

Paperback | June 13, 2016

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Secondary Science Teaching for English Learners: Developing Supportive and Responsive Learning Context for Sense-making and Language Development provides a resource for multiple audiences, including pre- and in-service secondary science teachers, science teacher educators, instructional coaches, curriculum specialists, and administrators, to learn about a research-based approach to teaching science that responds to the growing population of English learners in the United States. The book offers clear definitions of pedagogical practices supported by classroom examples and a cohesive framework for teaching science in linguistically diverse classrooms. The Secondary Science Teaching with English Language and Literacy Acquisition (or SSTELLA) Framework addresses how learning science is enhanced through meaningful and relevant learning experiences that integrate discipline-specific literacy. In particular, four core science teaching practices are described: (1) contextualized science activity, (2) scientific sense-making through scientific and engineering practices, (3) scientific discourse, and (4) English language and disciplinary literacy development. These four core practices are supported by sound theory and research based on unscripted guidelines and flexible modifications of science lessons. Moreover, the four interrelated practices promote students'' use of core science ideas while reading, writing, talking, and doing science, thus reflecting principles from Next Generation Science Standards, Common Core State Standards for English Language Arts, and English language proficiency standards. Secondary Science Teaching provides readers with a historical and theoretical basis for integrating language, literacy, and science in multilingual science classrooms, and well as explicit models and guided support teachers in enacting effective teaching practices in the classroom, including comparative vignettes to distinguish between different types of classroom practice.
Edward G. Lyon received his Ph.D. from the University of California at Santa Cruz. He is currently an Assistant Professor of Science Education at California State University, Sonoma. Prior to getting his doctorate he taught high school science for several years. Trish Stoddart received her Ph.D. from the University of California at ...
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Title:Secondary Science Teaching For English Learners: Developing Supportive And Responsive Learning Cont...Format:PaperbackProduct dimensions:258 pages, 9.03 X 5.93 X 0.72 inShipping dimensions:258 pages, 9.03 X 5.93 X 0.72 inPublished:June 13, 2016Publisher:Rowman & Littlefield PublishersLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:1442231262

ISBN - 13:9781442231269

Appropriate for ages: All ages

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Table of Contents

Foreword Acknowledgements Introduction: Preparing the Next Generation of Secondary Science Teachers Edward G. Lyon PART I: FOUNDATIONS FOR LANGUAGE, LITERACY, AND SCIENCE INTEGRATION Chapter 1: The New Vision for Secondary Science Education: Connecting Language and Literacy to Science Learning Trish Stoddart Chapter 2: Responsive Approaches to Science and Language Teaching for English Learners: Foundations of the SSTELLA Framework Jorge Solís and George C. Bunch PART II: SUPPORTIVE AND RESPONSIVE SCIENCE TEACHING PRACTICES FOR ENGLISH LEARNERS Chapter 3: The SSTELLA Framework: A Synergistic and Reciprocal Relationship between Language and Science for Secondary Teaching Sara Tolbert and Trish Stoddart Chapter 4: Contextualizing Science Activity Sara Tolbert Chapter 5: Scientific Sense-Making through Scientific and Engineering Practices Edward G. Lyon and Sara Tolbert Chapter 6: Scientific Discourse through Scientific and Engineering Practices Edward G. Lyon and Jorge Solís Chapter 7: English Language and Disciplinary Literacy Development in Science Jorge Solís PART III: APPLYING SSTELLA PRACTICES TO CURRICULAR AND ASSESSMENT PLANNING Chapter 8: Explaining the Antibiotic Resistance of MRSA: A Biology Unit to Integrate Scientific Practices with Disciplinary Literacy Edward G. Lyon Chapter 9: Deconstructing the "Explaining the Antibiotic Resistance of MRSA" Unit Sara Tolbert and Edward G. Lyon Chapter 10: Responsive approaches to assessing English learners in science classrooms Edward G. Lyon APPENDIX: SSTELLA PRACTICES PROGRESSION References About the Authors

Editorial Reviews

A marvelous book providing real classroom examples of science, literacy and language instruction in action. The authors carefully construct theoretically sound and research based practices to help educators understand and deliver curriculum and instruction to teach and support all students'' engagement with scientific concepts and practices. Having read this book, I will immediately adopt it for my content area/disciplinary literacy classes and will encourage my science methods colleagues to do the same. This ground breaking work is a model for future projects that are desperately needed to make critical linkages between language, literacy and the disciplines.