Campus Units

Education, School of

Document Type

Article

Publication Version

Published Version

Publication Date

Winter 2010

Journal or Book Title

The Tapestry Journal

Volume

2

Issue

1

First Page

19

Last Page

36

Abstract

With increasing numbers of English Learners enrolling in public schools, teachers of core academic subject area classes are facing the challenge of integrating English language development into instruction. This article describes how teachers' understanding of infusing language into science teaching can shape instructional practices and consequently influence the simultaneous English language development and science learning of English Learner students.

Comments

This article is from The Tapestry Journal, 2010, 2(1); 19-36. Posted with permission.

Copyright Owner

University of Central Florida

Language

en

File Format

application/pdf

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