Transmodalising Pedagogy: Developing STEM Disciplinary Literacy for Young Emergent Bilingual Learners

Autor/in	Kim, Sujin
Titel	Transmodalising Pedagogy: Developing STEM Disciplinary Literacy for Young Emergent Bilingual Learners
Quelle	In: Bilingual Research Journal, 44 (2021) 3, S.281-297 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Sujin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2021.1987353
Schlagwörter	STEM Education; Literacy; Bilingualism; Teaching Methods; Equal Education; Access to Education; Literacy Education; Elementary School Students; English (Second Language); Second Language Learning; Mathematics Instruction; Science Instruction; Masters Programs; Inservice Teacher Education; Portuguese; Language Usage; Code Switching (Language) + Suchen Sie Ihr Suchwort? STEM; Alphabetisierung; Schreib- und Lesefähigkeit; Bilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Education; Access; Bildung; Zugang; Bildungszugang; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Magister course; Magisterstudiengang; Lehrerfortbildung; Portugiesischunterricht; Sprachgebrauch
Abstract	This paper explores how "transmodalising pedagogy" contributes to equitable STEM literacy education for emergent bilingual learners (EBLs). Attending to the urgent call for serving linguistically and culturally diverse learners in STEM classrooms and informed by the supporting theories and practices of transmodalising pedagogy, this paper provides a repertoire of "transmodalising" pedagogy to support elementary school EBLs' STEM disciplinary content and literacy learning. Particularly, this paper shares two elementary teachers' lessons in mathematics and science classrooms to showcase how transmodalising disciplinary literacy instruction for young EBLs can afford equitable access to STEM curriculum while engaging EBLs in disciplinary discourse practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01