Co-developing science literacy and foreign language literacy through “Concept + Language Mapping”

Peichang Emily He · Angel M. Y. Lin

18 citations0/0 files storedJournal of Immersion and Content-Based Language Education

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Second Language Learning and Teaching EFL/ESL Teaching and Learning Science Education and Pedagogy

Abstract

Abstract Drawing on Lemke’s (1990) “thematic patterns” theory, this research proposes a “Concept + Language Mapping” (CLM) approach and tried it out in an English Medium Instruction (EMI) biology classroom in Hong Kong. Lessons were observed and samples of student work were collected during the intervention with student/teacher interviews conducted afterwards. A quasi-experimental design was also adopted to estimate the impact of the CLM approach. The analysis indicated that CLM facilitated the development of both content and language knowledge.

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2003Research design: qualitative, quantitative, and mixed methods approaches 1968Educational Psychology: A Cognitive View 2013Handbook of Research on Science Education 1991Talking science: language, learning, and values 1969Educational Psychology: A Cognitive View 2010CLIL 2003Meaning Making in Secondary Science Classrooms 1993Towards a language-based theory of learning

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