東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Science teacher preparation in conte...

Oliveira, Alandeom W.

FindBook

Google Book

Amazon

博客來

Science teacher preparation in content-based second language acquisition

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Science teacher preparation in content-based second language acquisition/ edited by Alandeom W. Oliveira, Molly H. Weinburgh.
其他作者:	Oliveira, Alandeom W.
出版者:	Cham :Springer International Publishing : : 2017.,
面頁冊數:	xi, 387 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
標題:	Education, Bilingual. -
電子資源:	http://dx.doi.org/10.1007/978-3-319-43516-9
ISBN:	9783319435169

Science teacher preparation in content-based second language acquisition
Science teacher preparation in content-based second language acquisition[electronic resource] /edited by Alandeom W. Oliveira, Molly H. Weinburgh. - Cham :Springer International Publishing :2017. - xi, 387 p. :ill., digital ;24 cm. - ASTE series in science education,2214-5435. - ASTE series in science education..

The primary purpose of this book is to provide science teacher educators with exemplars of professional development programs designed to prepare school teachers to effectively help language learners in science classrooms simultaneously gain language proficiency and conceptual understanding. To this end, this book examines seventeen science teacher preparation programs that span a wide variety of grade levels (elementary, middle, and secondary), countries (Italy, Luxemburg, Spain, UK, and US), and linguistic contexts (English as a Second Language, English as a Foreign Language, trilingual classrooms, and teaching deaf children science through sign language) The book is divided into three main parts. Each part consists of chapters that illustrate a common, cross-cutting theme in science teacher preparation in content-based second language acquisition, namely pre-service teacher preparation, in-service teacher preparation, and international perspectives. Each part provides many insights on the similarities and differences in the professional development approaches used to prepare science teaching with varied amounts of instructional experience help students in different parts of the world overcome linguistic barriers while simultaneously learning concepts central to science. Bringing together researchers from various academic backgrounds (science education, TESOL, and Applied Linguistics), attention is given to varied facets of the intersection of science and language learning in the specific context of school teacher preparation.

ISBN: 9783319435169

Standard No.: 10.1007/978-3-319-43516-9doiSubjects--Topical Terms:

529108
Education, Bilingual.

LC Class. No.: Q181 / .S25 2017

Dewey Class. No.: 507.1

Science teacher preparation in content-based second language acquisition
LDR:02596nmm a2200325 a 4500 001 2088055
003 DE-He213
005 20161025132921.0
006 m d
007 cr nn 008maaau
008 171013s2017 gw s 0 eng d
020 $a 9783319435169 $q (electronic bk.)
020 $a 9783319435145 $q (paper)
024 7 $a 10.1007/978-3-319-43516-9 $2 doi
035 $a 978-3-319-43516-9
040 $a GP $c GP
041 0 $a eng
050 4 $a Q181 $b .S25 2017
072 7 $a JNU $2 bicssc
072 7 $a PD $2 bicssc
072 7 $a SCI063000 $2 bisacsh
082 0 4 $a 507.1 $2 23
090 $a Q181 $b .S416 2017
245 0 0 $a Science teacher preparation in content-based second language acquisition $h [electronic resource] / $c edited by Alandeom W. Oliveira, Molly H. Weinburgh.
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2017.
300 $a xi, 387 p. : $b ill., digital ; $c 24 cm.
490 1 $a ASTE series in science education, $x 2214-5435
520 $a The primary purpose of this book is to provide science teacher educators with exemplars of professional development programs designed to prepare school teachers to effectively help language learners in science classrooms simultaneously gain language proficiency and conceptual understanding. To this end, this book examines seventeen science teacher preparation programs that span a wide variety of grade levels (elementary, middle, and secondary), countries (Italy, Luxemburg, Spain, UK, and US), and linguistic contexts (English as a Second Language, English as a Foreign Language, trilingual classrooms, and teaching deaf children science through sign language) The book is divided into three main parts. Each part consists of chapters that illustrate a common, cross-cutting theme in science teacher preparation in content-based second language acquisition, namely pre-service teacher preparation, in-service teacher preparation, and international perspectives. Each part provides many insights on the similarities and differences in the professional development approaches used to prepare science teaching with varied amounts of instructional experience help students in different parts of the world overcome linguistic barriers while simultaneously learning concepts central to science. Bringing together researchers from various academic backgrounds (science education, TESOL, and Applied Linguistics), attention is given to varied facets of the intersection of science and language learning in the specific context of school teacher preparation.
650 0 $a Education, Bilingual. $3 529108
650 0 $a Science teachers $x Training of. $3 523655
650 0 $a Science $x Language. $3 526004
650 0 $a Science $x Study and teaching. $3 523759
650 0 $a Second language acquisition. $3 520443
650 1 4 $a Education. $3 516579
650 2 4 $a Science Education. $3 895256
650 2 4 $a Language Education. $3 895037
650 2 4 $a Teaching and Teacher Education. $3 1001835
700 1 $a Oliveira, Alandeom W. $3 3217477
700 1 $a Weinburgh, Molly H. $3 3217478
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer eBooks
830 0 $a ASTE series in science education. $3 2156686
856 4 0 $u http://dx.doi.org/10.1007/978-3-319-43516-9
950 $a Education (Springer-41171)