How Museum Teachers Scaffold Emergent Bilingual Learners' Meaning-Making during Field Trips

Autor/inn/en	Tigert, Johanna M.; Kirschbaum, Sheila
Titel	How Museum Teachers Scaffold Emergent Bilingual Learners' Meaning-Making during Field Trips
Quelle	In: Journal of Museum Education, 44 (2019) 4, S.439-447 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tigert, Johanna M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-8650
DOI	10.1080/10598650.2019.1673114
Schlagwörter	Museums; Nonschool Educational Programs; Bilingual Students; Scaffolding (Teaching Technique); Field Trips; Teacher Attitudes; English Language Learners; Readiness; Educational Practices; Teachers; Massachusetts + Suchen Sie Ihr Suchwort? Museum; Museumswesen; Museen; Exkursion; Lehrerverhalten; Bildungspraxis; Lehrer; Lehrerin; Lehrende; Master-Studiengang
Abstract	This study investigates museum teachers' perceptions of instructional practices for emergent bilingual students (also known as "English language learners") within a field-trip setting. Through a survey, focus group, and interviews we explore how prepared museum teachers felt to teach emergent bilingual learners and what type of museum practices and resources teachers described as best scaffolds for these students. Findings indicate that museum teachers did not feel confident in their abilities to serve the needs of emergent bilingual learners, but that artifacts and the dialogues surrounding them were perceived as important scaffolds. However, teachers also indicated the constraints of a field-trip setting made scaffolding difficult to enact. The study points to the need for museum teachers to be supported in consistently enacting best practices for emergent bilingual learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01