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ERIC Number: EJ1177708
Record Type: Journal
Publication Date: 2018
Pages: 14
Abstractor: As Provided
ISSN: EISSN-1940-4476
A Case Study of Dual Language Teaching in Science Class: Implications for Middle Level Teachers
Lachance, Joan
RMLE Online: Research in Middle Level Education, v41 n5 p1-14 2018
Dual language education programs are highly beneficial for literacy and academic language development with all students, especially those who are English learners. School districts nation-wide are attempting to expand K-12 dual language programs, yet teaching and learning for biliteracy development are highly complex processes, especially with middle level learners. Furthermore, there is a severe shortage of dual language teachers, posing great difficulties to efforts to expand programs, especially in middle and secondary schools. This qualitative case study focuses on two middle level teachers' perspectives regarding the distinct qualities of biliteracy development via the science curriculum and the unique sociocultural aspects of language learning in middle school. The study and its findings also provide insight into how the distinctive qualities of dual language learning in content-based middle level classrooms might influence middle level teacher education programs.
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina
Grant or Contract Numbers: N/A