Teaching Esl And Stem Content Through Call

English learners are not offered adequate support to succeed in STEM-related areas necessary for college and careers. This book provides a research-based and a critical pedagogical framework using project-based learning methodology and classroom-tested CALL programs to address this need.

The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards. As a group, these students are underrepresented in STEM fields in college and in the workforce at a time when the demand for workers and professionals in STEM fields is unmet and increasing. However, English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries. English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives examines the research on ELs' learning, teaching, and assessment in STEM subjects and provides guidance on how to improve learning outcomes in STEM for these students. This report considers the complex social and academic use of language delineated in the new mathematics and science standards, the diversity of the population of ELs, and the integration of English as a second language instruction with core instructional programs in STEM.

The chapters in this volume outline and discuss examples of teacher educators in diverse global contexts who have provided successful self-initiated innovations for their teacher learners. The collection suggests that a way forward for second language teacher preparation programs is through 'reflective practice as innovation'.

Generally, in language teaching, the emphasis is on the development of four separate skills: listening comprehension, reading comprehension, writing, and speaking. However, language teachers and scholars often refer to a fifth skill, which is culture. It is difficult to imagine language teaching without referring in one way or another to the target culture; therefore, culture has always been present in the teaching process. But what does this skill imply and how should it be included into the teaching–learning process? Compared to grammar or vocabulary, culture is more difficult to define; therefore, it is not clear what and how it should be taught. “TEACHING ENGLISH CULTURE THROUGH C.A.L.L.” se adreseaza studentilor,cadrelor didactice inscrise la diverse examene de perfectionare sau interesate de alternative in predare.Lucrarea este unica prin multitudinea de situatii prezentate, abordarea unei teme de actualitate in contextul predarii prin intermediul calculatorului si al integrarii culturii in predarea limbii engleze precum si prin utilitatea planurilor de lectii ce insotesc partea aplicativa.

This book provides a platform for international scholars to share evidence for effective practices in integrated STEM education and contributes to the theoretical and practical knowledge gained from the diversity of approaches. Many publications on STEM education focus on one or two of the separate STEM disciplines without considering the potential for delivering STEM curriculum as an integrated approach.This publication analyzes the efficacy of an integrated STEM curriculum and instruction, providing evidence to examine and support various integrations. The volume focuses on the problems seen by academics working in the fields of science, technology, engineering and mathematics (STEM) and provides valuable, high quality research outcomes and a set of valued practices which have demonstrated their use and viability to improve the quality of integrated STEM education.

Blended learning has recently been gaining popularity within educational fields. Examining the impact that computer-assisted techniques have on foreign language education will provide more effective ways to enhance learning techniques for educators and students alike. Applications of CALL Theory in ESL and EFL Environments is a pivotal reference source that discusses recent advances relating to online teaching and learning of foreign languages. Highlighting relevant topics such as electronic portfolio assessments, corpus linguists, flipped learning models, and student engagement, this scholarly resource is ideal for educators, academicians, students, and researchers that are interested in staying current on the latest technologies and methodologies in foreign language learning.

This Handbook discusses the theoretical and disciplinary background to the study of English-medium instruction (EMI) in higher education worldwide. It highlights issues relating to EMI pedagogy, varying motivations for EMI education, and the delivery of EMI in diverse contexts across the world. The spread of English as a teaching medium and the lingua franca of the academic world has been the subject of various debates in recent years on the perceived hegemony of the English language and the ‘domain loss’ of non-English languages in academic communication. Encompassing a wide range of contributions to the field of EMI, the chapters of this Handbook are arranged in four distinct parts: Part I provides an overview of English-medium instruction in higher education worldwide; Part II focusses on EMI in Europe; Part III on EMI in the Middle East, North Africa, and Sub-Saharan Africa; and Part IV on EMI in the Asian region. The overall scope and level of expertise of this Handbook provides an unrivalled overview of this field of education. It serves as an essential reference for many courses dealing with applied linguistics, English language education, multilingualism, sociolinguistics, and related subjects at many levels of education, including Master’s and PhD-level studies. This Handbook serves as a valuable edition for university libraries across the world and an essential read for many faculty, undergraduate and postgraduate students, educators, and policymakers.

All you need to make the shift to STEM a reality! Now more than ever, educational leaders are encouraged to implement STEM as the foundation for preparing students with the 21st century skills required for college and career readiness. This resource makes the process of shifting to a comprehensive, integrated STEM school or district within reach! Invaluable case studies featuring current STEM pioneers from across the country model how successful, STEM-centered learning takes place. You’ll find process-specific best practices and strategies to help you: Understand, create, and lead the STEM change process Transform existing school programs Prepare the school community for STEM and plan for STEM integration Integrate 21st Century Skills, the arts, and humanities Create essential partnerships with business and higher education Includes step-by-step checklists and visual mapping guides for successfully navigating the STEM change process. Use this groundbreaking resource to systematically implement coherent and integrated STEM instruction that transforms learning and prepares students for the global economy! Video and web content also available at http://bit.ly/TheSTEMShift. "Finally! A great book that clearly explains what STEM education is, why we need it, and how to do it well. A must-read for all educators, parents, and policymakers." Tony Wagner, author of The Global Achievement Gap and Creating Innovators "Reading Jill and Ann′s column in Education Week has been a critical part of my weekly reading since they′ve begun writing it. I′ve learned a lot from those short snippets, and now it′s exciting to see their expanded thoughts in The Stem Shift. You can′t go wrong by reading anything they write!" Larry Ferlazzo, High school teacher and Ed Week columnist