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Cited by 272

The DOI matches its Crossref record; 44 of the 44 references it cites were found in a registry or an index.

Integrating inquiry science and language development for English language learners

Stoddart, Trish, Pinal, America, Latzke, Marcia, Canaday, Dana·2002·Journal of Research in Science Teaching
DOI 10.1002/tea.10040
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Abstract

The traditional approach to the education of language minority students separates English language development from content instruction because it is assumed that English language proficiency is a prerequisite for subject matter learning. The authors of this article take the alternate view that the integration of inquiry science and language acquisition enhances learning in both domains. The report describes a conceptual framework for science–language integration and the development of a five‐level rubric to assess teachers' understanding of curricular integration. The science–language integration rubric describes the growth of teacher expertise as a continuum from a view of science and language as discreet unrelated domains to the recognition of the superordinate processes that create a synergistic relationship between inquiry science and language development. Examples from teacher interviews are used to illustrate teacher thinking at each level. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 664–687, 2002

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Metadata

Authors
Stoddart, T., Pinal, A., Latzke, M., & Canaday, D.
Venue
Journal of Research in Science Teaching
Publisher
Wiley
Published
2002-09-18
Volume
39
Issue
8
Pages
664-687
ISSN
  • 0022-4308 (ISSN-L)
  • 1098-2736
DOI
10.1002/tea.10040
OpenAlex
W2020435271
Cited by
272
References
44
FWCI
24.36
Type
journal article
Language
en
Open access
closed

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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.