By Judith Rosenthal
Within the united states, the variety of students with restricted English skillability is expanding. Even after effectively finishing a process English as a moment language, many face either linguistic and cultural obstacles in mainstream periods. This booklet makes a speciality of either the idea and perform of supporting such scholars, specifically within the sciences. because the variety of non-native English conversing scholars raises at faculties and universities, leading edge ways are had to effectively teach this inhabitants and the way technological know-how is taught should be the most important. guide within the scholars' local language may perhaps develop into more and more very important in attracting and preserving non-native English audio system in university. This publication is aimed basically at employees who train technological know-how to LEP undergraduates, yet others who might be comprise employees concerned with postgraduate scholars and highschool technology academics.
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Additional resources for Teaching Science to Language Minority Students (Bilingual Education and Bilingualism)
S. 7 Unknown race/ ethnicity 1 103 +10,200 7 417 +5857 Source: National Science Foundation (1992: Table 3, pp. 53-56) A fifth misconception about science instruction for LEP students is that the technical and scientific words make the discipline particularly difficult. If anything, the vocabulary of science is 'foreign' to both native and non-native < previous page page_30 next page > < previous page page_31 next page > Page 31 speakers of English. However, there are several other aspects of the English language that apparently cause LEP students problems in science classes.
The international studentsparticularly those in graduate programs in the scienceshave been described as the ''créme de la créme of their countries'' (Holden, 1993: 1770). They are hard working, exceptionally well prepared academically, and often bring with them their own financial support. They are < previous page page_17 next page > < previous page page_18 next page > Page 18 already somewhat proficient in English as demonstrated by their scores on the TOEFL (Test of English as a Foreign Language) exam which must be passed at some prescribed level in order to be admitted to graduate school.
Hudspeth (1993) wrote about 'Academic Excellence Workshops for Underrepresented Students at Cal Poly, Pomona', describing how group-study workshops offered in conjunction with some of the core math and science courses have significantly benefited minority students. Dr Persell's (1993) article, 'Promoting Active Learning in a Large Introductory Biology Course Through Writing' describes how a large, introductory biology course is being made more student centerd. Each of these three faculty members carried out a quick, in-class survey to find out the following information about their students: country of birth, native language and language spoken at home.