Summary:
In the
USA, the number of college students with limited English proficiency
is increasing. Even after successfully completing a course of
English as a second language, many face both linguistic and cultural
barriers in mainstream classes. This book focuses on both the theory
and practice of assisting such students, especially in the sciences.
As the number of non-native English speaking students increases at
colleges and universities, innovative approaches are needed to
successfully educate this population and how science is taught may
be crucial. Instruction in the students' native language may become
increasingly important in attracting and retaining non-native
English speakers in college. This book is aimed primarily at staff
who teach science to LEP undergraduates, but others who should be
interested include staff involved with postgraduate students and
high school science teachers.
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Contents:
1. Defining the
issue.
2. Second language acquisition theory and its application
to undergraduate science teaching.
3. The many cultures of the
science classroom.
4. Learning styles, science instruction and
ethnicity.
5. How instructors can help limited English proficient
students in traditional science courses.
6. Issues related to
rhetoric, writing and reading.
7. Case studies I: providing
academic support to science students who are still learning
English.
8. The theoretical basis for linguistically modified
science instruction.
9. Case studies II: linguistically modified
ways of teaching science to undergraduates of limited English
proficiency.
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