Talking Science in an ESL Pre-K: Theory-Building with Realia

Autor/inn/en	Kinard, Tim; Gainer, Jesse
Titel	Talking Science in an ESL Pre-K: Theory-Building with Realia
Quelle	In: Dimensions of Early Childhood, 43 (2015) 1, S.16-24 (9 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-6177
Schlagwörter	Science Instruction; English (Second Language); Preschool Children; Hands on Science; Experiential Learning; Communication Strategies; Cooperative Learning; Theories; Concept Formation; Scientific Concepts; Spanish Speaking; Hispanic American Students; Preschool Education; Teaching Methods; Bilingual Students; Outdoor Education; Early Childhood Education; Interdisciplinary Approach; Workshops; Language of Instruction; Texas + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Experiental learning; Erfahrungsorientiertes Lernen; Kommunikationsstrategie; Kooperatives Lernen; Theory; Theorie; Concept learning; Begriffsbildung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Freiluftunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lernwerkstatt; Schulung; Teaching language; Unterrichtssprache
Abstract	What is realia and theory-building? Tim Kinard and Jesse Gainer explain that when students explore using "realia," they are not just being exposed to abstract concepts or text on a page, they are using "real-life" objects to build understandings of the natural world while they builds vocabulary about it. Handling and discussing real-world objects (acorns, pine cones, flowers, bones, antlers, dirt), in both the first language of the students, as well as a second language learned in school, builds vocabulary quickly as students engage in meaningful communication with scaffolds bridging first and second languages. The use of "realia" and other visuals are one way to provide ESL students opportunities for meaningful communication in English. Creating strategic partnerships that pair ELLs with native English speakers is another effective strategy that provides both groups the opportunity to interact and learn from one another. When students learn through explorations, not by directly being told about or shown the concepts--and in a group setting with real-world, everyday materials and ideas--they are "theory-building." Increasingly, the very young have been found to build sophisticated theories when they are able to build them through real-world, experiential knowledge and conversation. The idea that theory-building among peers in their first languages can create deep understandings about science, math, society, literature and other topics can be a very hopeful idea. Therefore, when pre-K teachers provide students with many of the keys to success in schooling by hands-on practice, in the out-of-doors, which builds on prior knowledge, and exercises home languages, these teachers are offering opportunities for practicing "realia" and theory-building skills. (ERIC).
Anmerkungen	Southern Early Childhood Association. PO Box 8109 Jacksonville, AR 72078. Tel: 501-221-1648. e-mail: info@seca.info; Web site: https:// www.seca.info/dimensions
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06