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ERIC Number: ED212141
Record Type: RIE
Publication Date: 1981
Pages: 14
Abstractor: N/A
Language through Science: An Integrative Model.
Penfield, Joyce A.; Ornstein-Galicia, Jacob
Two main factors are involved in bilingual-bicultural education as far as science education is concerned. First, there is the interplay between language and concept formation, and secondly, there is a need for culturally familiar examples in science materials for bilingual students. In line with these factors, this paper suggests that an inquiry approach to science instruction, with the proper hands-on activities, could improve the bilingual-bicultural program by focusing more on cognitive operations and problem solving, improving language skills in both languages, and providing better opportunities for bilinguals to participate in advanced science studies. Three existing models for integrating science and language are reviewed and an integrative model is proposed and described. The model is based on principles elaborated by educational leaders and thinkers, particularly Montessori and Piaget. It integrates English as a second language and Spanish as a second language classes. As an example of the adaptation needed for bilingual classes, an outline is given of the adaptation of an existing module approach for English-speaking elementary school children developed by the American Association for the Advancement of Science. (AMH)
Not available separately. See FL 012 738.
Publication Type: Opinion Papers; Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Eastern Michigan Univ., Ypsilanti.
Note: Published as part of the Ethnoperspectives Project. For volumes 1 and 2 of that project, see ED 200 005 and 203 663. For related documents, see FL 012 738 and FL 012 740-769.