NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ890859
Record Type: Journal
Publication Date: 2010
Pages: 12
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0883-0355
Learning Science through Dialogic Inquiry: Is It Beneficial for English-as-Additional-Language Students?
Haneda, Mari; Wells, Gordon
International Journal of Educational Research, v49 n1 p10-21 2010
While the effectiveness of teaching that emphasizes dialogue and inquiry has been well documented with respect to English-as-mother-tongue children, it remains an empirical question as to whether this approach is equally useful when the student body includes a substantial number of English-as-additional-language (EAL) students. Through a longitudinal study of one class in an elementary school in California, we address this question in the context of a science unit that evolved over 4 years in response to the dramatic increase of EAL students in the school. Both the quantitative and qualitative analyses carried out on the data strongly suggest that dialogic inquiry can be effective for EAL students as well as for their mainstream peers when the teacher also systematically and strategically integrates literacy with science instruction and strikes a balance between hands-on and text-mediated investigations. (Contains 4 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California