Language minority students in high school: The role of language in learning biology concepts

Science Education

Volumn 82, Issue 3, 1998, Pages 311-341

  Duran, Bernadine J ^a   Dugan, Therese ^a   Weffer, Rafaela ^a  

^a DEPAUL UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0032382343     PISSN: 00368326     EISSN: None     Source Type: Journal    
DOI: 10.1002/(SICI)1098-237X(199806)82:3<311::AID-SCE2>3.0.CO;2-F     Document Type: Article

References (35)

1. Bakhtin, M. M. (1986). In C. Emerson & M. Holquist (Eds.), Speech genres and other late essays (V. W. McGee, Trans.). Austin, TX: University of Texas Press.
2. Buriel, R., & Cardoza, D. (1988). Sociocultural correlates of achievement among three generations of Mexican American high school seniors. American Educational Research Journal, 25, 177-192.
3. Delgado-Gaitan, C., & Trueba, H. T. (1991). Crossing cultural borders: Education for immigrant families in America. New York: Falmer Press.
4. Diaz, R. M., & Klinger, C. (1991). Towards an explanatory model of the interaction between bilingualism and cognitive development. In E. Bialystok (Ed.), Language processing in bilingual children. New York: Cambridge University Press, pp. 167-192.
5. Diaz, S., Moll, L. C., & Mehan, H. (1986). Sociocultural resources in instruction: A context-specific approach. In Beyond language: Social and cultural factors in schooling language minority students (pp. 187-230). Los Angeles: Evaluation, Dissemination and Assessment Center, California State University, Los Angeles (no editors).
6. van Dijk, T. A., & Kintsch, W. (1983). Strategies of discourse comprehension. New York: Academic Press.
7. Donato, R., & Hernandez, J. S. (1993). Metacognitive equity for Mexican-American language minority students: Questions of policy. The Journal of Educational Issues of Language Minority Students, 12, 17-32.
8. Duran, B. J., Dugan, T., & Weffer, R. (1997). Increasing teacher effectiveness with language minority students. The High School Journal, 80, 238-246.
9. Duran, B. J., & Weffer, R. E. (1992). Immigrants' aspirations, high school process, and academic outcomes. American Educational Research Journal, 29, 163-181.
10. Duschl, R. A., & Wright, E. (1989). A case study of high school teachers' decision making models for planning and teaching science. Journal of Research in Science Teaching, 26, 467-501.
11. Glaser, B., & Strauss, A. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine.
12. Gonzalez, N., Moll, L. C., Tenery, M. F., Rivera, A., Rendon, P., Gonzales, R., & Amanti, C. (1995). Funds of knowledge for teaching in Latino households. Urban Education, 29, 443-470.
13. Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge: Cambridge University Press.
14. Lemke, J. L. (1990). Talking science: Language, learning and values. Norwood, NJ: Ablex.
15. Lowe, F. H. (1997, May 14). Math and reading scores up sharply. Chicago Educator, 2, 1, 4-5.
16. Mayer, R. E. (1989). Models for understanding. Review of Educational Research, 59, 43-64.
17. Moje, E. B. (1995). Talking about science: An interpretation of the effects of teacher talk in a high school science classroom. Journal of Research in Science Teaching, 32, 349-371.
18. Moll, L. C., & Greenberg, J. B. (1990). Creating zones of possibilities: Combining social contexts for instruction. In L. C. Moll (Ed.), Vygotsky and education, Instructional implications and applications of socio-historical psychology (pp. 319-348). New York: Cambridge University Press.
19. Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. Cambridge: Cambridge University Press.
20. Nielsen, F., & Fernandez, R. M. (1981). Hispanic students in American high schools: Background characteristics and achievement. Washington, DC: U.S. Government Printing Office.
21. Panofsky, C., John-Steiner, V., & Blackwell, P. (1990). The development of scientific concepts and discourse. In L. C. Moll (Ed.), Vygotskv and education: Instructional implications and applications of socio-historical psychology (pp. 251-267). New York: Cambridge University Press.
22. Reyes, M. L., & Molner, L. A. (1991). Instructional strategies for second language learners in the content areas. Journal of Reading, 35, 96-103.
23. Roth, W.-M., & Bowen, G. M. (1995). Knowing and interacting: A study of culture, practices, and resources in a grade 8 open-inquiry science classroom guided by a cognitive apprenticeship metaphor. Cognition and Instruction, 13, 73-128.
24. Roth, W.-M., & Lucas, K. B. (1997). From "truth" to "invented reality": A discourse analysis of high school physics students' talk about scientific knowledge. Journal of Research in Science Teaching, 34, 145-179.
25. Roth, W.-M., & Roychoudhury, A. (1992). The social construction of scientific concepts or the concept map as conscription device and tool for social thinking in high school science. Science Education, 76, 531-557.
26. Roth, W.-M., & Roychoudhury, A. (1993). The concept map as a tool for the collaborative construction of knowledge: A microanalysis of high school physics students. Journal of Research in Science Teaching, 30, 503-534.
27. Santa, C. M., & Alvermann, D. E. (Eds.) (1991). Science Learning: Process and applications. Newark: DE: International Reading Association.
28. Spradley, J. P. (1979). The ethnographic interview. New York: Holt, Rinehart & Winston.
29. Tests of Achievement and Proficiency. (1988). Chicago: Riverside Publications
30. Trueba, H. (Ed.) (1987). Success or failure: Learning and the language minority student. Cambridge, MA: Newbury House.
31. Vygotsky, L. S. (1978). In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
32. Vygotsky, L. S. (1987). Thinking and speech (N. Minick. Trans.). New York: Plenum.
33. Wandersee, J. (1988). The terminology problem in biology education: A reconnaissance. The American Biology Teacher, 50(2), 97-100.
34. Wertsch, J. V. (1990). The voice of rationality in a sociocultural approach to mind. In L. C. Moll (Ed.), Vygotsky and education: Instructional implications and aplications of socio-historical psychology (pp. 111-126), New York: Cambridge University Press.
35. Wertsch, J. V. (1991). Voices of the mind: cosociocultural approach to mediated action. Cambridge, MA: Harvard University Press.