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Assessing Bilingual Knowledge Organi...

Wu, Jason S.

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Assessing Bilingual Knowledge Organization in Secondary Science Classrooms = = Evaluacion Bilingue de la Organizacion del Conocimiento en Clases Cientificas Secundarias.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Assessing Bilingual Knowledge Organization in Secondary Science Classrooms =/
Reminder of title:	Evaluacion Bilingue de la Organizacion del Conocimiento en Clases Cientificas Secundarias.
Author:	Wu, Jason S.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	116 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
Contained By:	Dissertation Abstracts International78-09A(E).
Subject:	Science education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10269905
ISBN:	9781369717334

Assessing Bilingual Knowledge Organization in Secondary Science Classrooms = = Evaluacion Bilingue de la Organizacion del Conocimiento en Clases Cientificas Secundarias.
Wu, Jason S.

Assessing Bilingual Knowledge Organization in Secondary Science Classrooms =Evaluacion Bilingue de la Organizacion del Conocimiento en Clases Cientificas Secundarias. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 116 p.

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ph.D.)--Columbia University, 2017.

Improving outcomes for English language learners (ELLs) in secondary science remains an area of high need. The purpose of this study is to investigate bilingual knowledge organization in secondary science classrooms. This study involved thirty-nine bilingual students in three biology classes at a public high school in The Bronx, New York City. Methods included an in-class survey on language use, a science content and English proficiency exam, and bilingual free-recalls. Fourteen students participated in bilingual free-recalls which involved a semi-structured process of oral recall of information learned in science class. Free-recall was conducted in both English and Spanish and analyzed using flow-map methods. Novel methods were developed to quantify and visualize the elaboration and mobilization of ideas shared across languages. It was found that bilingual narratives displayed similar levels of organizational complexity across languages, though English recalls tended to be longer. English proficiency was correlated with narrative complexity in English. There was a high degree of elaboration on concepts shared across languages. Finally, higher Spanish proficiency correlated well with greater overlapping elaboration across languages. These findings are discussed in light of current cognitive theory before presenting the study's limitations and future directions of research.

ISBN: 9781369717334Subjects--Topical Terms:

521340
Science education.

Assessing Bilingual Knowledge Organization in Secondary Science Classrooms = = Evaluacion Bilingue de la Organizacion del Conocimiento en Clases Cientificas Secundarias.
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300 $a 116 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
500 $a Advisers: O. Roger Anderson; Felicia M. Mensah.
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