The Triangulation of the Science, English, and Spanish Languages and Cultures in the Classroom: Challenges for Science Teachers of English Language Learners-Reference-Cited by-同舟云学术

The Triangulation of the Science, English, and Spanish Languages and Cultures in the Classroom: Challenges for Science Teachers of English Language Learners

Published:2013-10-03 Issue: Volume: Page:209-229
ISSN:
Container-title:Multicultural Science Education
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Author:

Suriel Regina L.

Publisher

Springer Netherlands

Link

http://link.springer.com/content/pdf/10.1007/978-94-007-7651-7_13

Reference111 articles.

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2. Aikenhead, G. S. (2001). Students’ ease in crossing cultural borders into school science. Science Education, 85, 180–188.

3. Akerson, V. L., & Young, T. A. (2005). Science the “write” way. Science and Children, 43(3), 38–41.

4. Allard, D., Bourdeau, J., & Mizoguchi, R. (2011). Addressing cultural and native language interference in second language acquisition. CALICO Journal, 28(3), 677–698.

5. Ashton, P. (1996). The concept of activity. In L. Dixon-Krauss (Ed.), Vygotsky in the classroom: Mediated literacy instruction and assessment. White Plains, NY: Longman.

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