Learning science through dialogic inquiry: Is it beneficial for English-as-additional-language students?

Mari Haneda, Gordon Wells

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

While the effectiveness of teaching that emphasizes dialogue and inquiry has been well documented with respect to English-as-mother-tongue children, it remains an empirical question as to whether this approach is equally useful when the student body includes a substantial number of English-as-additional-language (EAL) students. Through a longitudinal study of one class in an elementary school in California, we address this question in the context of a science unit that evolved over 4 years in response to the dramatic increase of EAL students in the school. Both the quantitative and qualitative analyses carried out on the data strongly suggest that dialogic inquiry can be effective for EAL students as well as for their mainstream peers when the teacher also systematically and strategically integrates literacy with science instruction and strikes a balance between hands-on and text-mediated investigations.

Original languageEnglish (US)
Pages (from-to)10-21
Number of pages12
JournalInternational Journal of Educational Research
Volume49
Issue number1
DOIs
StatePublished - Jun 11 2010

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language
science
learning
effectiveness of teaching
student body
student
mother tongue
elementary school
longitudinal study
literacy
dialogue
instruction
teacher
school

All Science Journal Classification (ASJC) codes

  • Education

Cite this

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Learning science through dialogic inquiry : Is it beneficial for English-as-additional-language students? / Haneda, Mari; Wells, Gordon.

In: International Journal of Educational Research, Vol. 49, No. 1, 11.06.2010, p. 10-21.

Research output: Contribution to journalArticle

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