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Classroom response system-mediated science learning with English language learners

Classroom response system-mediated science learning with English language learners

 Langman, Juliet.
 2010
 p. 81- 99 English
Ngôn ngữEnglish language learners (ELLs).Language minority students.Teacher talk.Teacher-student interaction.Classroom discourse.Classroom methodology.
Tác giả CN Langman, Juliet.
Nhan đề Classroom response system-mediated science learning with English language learners / Juliet Langman and Carmen Fies
Thông tin xuất bản 2010
Mô tả vật lý p. 81- 99
Tóm tắt We report on a case study examining the effects of a technology adaptation on patterns of discourse in a sheltered English high school science unit on electricity. The focus here is on how the tool, a classroom response system (CRS), affected access to and participation in classroom discourse with regard to developing science literacy among English language learners (ELLs), in particular Spanish speakers. Results indicate that, with appropriate pedagogies, CRS integration can provide learners with additional op¬portunities to become active participants and agents in their own learning by supporting teachers in reshaping their discourse patterns. We highlight how the CRS led to greater engagement by supporting a shift in the rhythm and participation structures of dis¬course. Implications for use in classroom settings by teachers with a range of expertise in instructional technology are provided.
Thuật ngữ chủ đề Ngôn ngữ-TVĐHHN.
Từ khóa tự do English language learners (ELLs).
Từ khóa tự do Language minority students.
Từ khóa tự do Teacher talk.
Từ khóa tự do Teacher-student interaction.
Từ khóa tự do Classroom discourse.
Từ khóa tự do Classroom methodology.
Tác giả(bs) CN Fies, Carmen.
Nguồn trích Language and education- 2010, Vol24, N.2
MARC
Hiển thị đầy đủ trường & trường con
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362[ 0] |a Vol. 24 (March 2010)
520[ ] |a We report on a case study examining the effects of a technology adaptation on patterns of discourse in a sheltered English high school science unit on electricity. The focus here is on how the tool, a classroom response system (CRS), affected access to and participation in classroom discourse with regard to developing science literacy among English language learners (ELLs), in particular Spanish speakers. Results indicate that, with appropriate pedagogies, CRS integration can provide learners with additional op¬portunities to become active participants and agents in their own learning by supporting teachers in reshaping their discourse patterns. We highlight how the CRS led to greater engagement by supporting a shift in the rhythm and participation structures of dis¬course. Implications for use in classroom settings by teachers with a range of expertise in instructional technology are provided.
650[1 7] |a Ngôn ngữ |2 TVĐHHN.
653[ ] |a English language learners (ELLs).
653[ ] |a Language minority students.
653[ ] |a Teacher talk.
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653[0 ] |a Classroom methodology.
700[ 1] |a Fies, Carmen.
773[ 0] |t Language and education |g 2010, Vol24, N.2
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