Content Teachers' Perspectives of Student Challenges in Processing Science and Mathematics Texts in English at an Emirati University

Autor/inn/en	Wyatt, Mark; Midraj, Jessica; Ayish, Nader; Bradley, Curtis; Balfaqeeh, Muna
Titel	Content Teachers' Perspectives of Student Challenges in Processing Science and Mathematics Texts in English at an Emirati University
Quelle	In: Reading Psychology, 42 (2021) 4, S.364-387 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wyatt, Mark) ORCID (Midraj, Jessica) ORCID (Ayish, Nader) ORCID (Bradley, Curtis) ORCID (Balfaqeeh, Muna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2021.1887020
Schlagwörter	Teacher Attitudes; Science Teachers; Mathematics Teachers; Chemistry; Physics; Science Materials; Content Area Reading; Decoding (Reading); Grammar; Vocabulary Development; Barriers; Language of Instruction; English (Second Language); Second Language Learning; Introductory Courses; Undergraduate Students; Student Motivation; Faculty Development; Reader Text Relationship; Foreign Countries; United Arab Emirates + Suchen Sie Ihr Suchwort? Lehrerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Chemie; Physik; Sinnerfassendes Lesen; Dekodierung; Grammatik; Wortschatzarbeit; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Einführungskurs; Schulische Motivation; Ausland; Vereinigte Arabische Emirate
Abstract	There is a worldwide concern about science and engineering undergraduate students, particularly those who are English language learners, struggling with their entry-level content courses. From a teacher cognition perspective and drawing on semi-structured interviews with chemistry, mathematics and physics teachers at a university in the Middle East, we sought to gain insights into the extent to which language is seen as interfering with content learning and how this issue is being addressed. Focusing particularly on challenges students face with processing written text in English, since this emerged through thematic analysis as the investigated content teachers' primary concern, we explore reported practices and highlight needs for in-service professional development. We suggest that science and mathematics instructors may need heightened syntactical and morphological awareness to prepare them to more effectively help their students to decode dense word problems. They may also need consciousness-raising, so that they can see themselves as language teachers too. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01