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dc.contributor.authorSuriel, Regina L.
dc.date.accessioned2014-03-04T20:22:49Z
dc.date.available2014-03-04T20:22:49Z
dc.date.issued2011-08
dc.identifier.othersuriel_regina_l_201108_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/suriel_regina_l_201108_phd
dc.identifier.urihttp://hdl.handle.net/10724/27612
dc.description.abstractThe Association for the Advancement of Science (AAAS) calls for scientifically literate citizens by the return of Halley’s Comet in 2061. Nationally, however, schools in the United States are not effectively meeting that challenge, as less than one-fifth of Americans currently meet a minimal standard of scientific literacy. The Spanish-speaking Latino population, the largest and fastest growing minority group in the U. S., is not achieving successfully on standardized science exams measuring scientific literacy. Thus, it is imperative that we effectively address the issues associated with the academic underperformance of Latinos, English Language Learners, in particular. The purpose of this study was to explore teaching strategies that help secondary level Latino science learners develop scientific literacy. Through the use of quantitative and qualitative data collection methods, both teaching and learning strategies were identified. Quantitative tools included the use of pre and posttest examinations that aided in exploring changes in participants' knowledge as a result of their participation in a targeted after school program. Qualitative tools included participant observation, interviews and participants' artifacts. Collectively, these qualitative tools provided evidence of effective teaching and learning strategies, as they occurred in a physical science afterschool enrichment program, with a particular focus on strategies that were identified by the participants. Findings from this study indicated that Spanish-speaking Latino bilinguals (LBLs) benefitted from bilingual teaching strategies that used and enhanced the acquisition of the Spanish language to support science learning. Science inquiry activities, structured learning and scaffolding approaches were instrumental in co-constructing physical science knowledge with participants. Teaching that triangulated Spanish, English, and the language of science supported trilingualism and multiculturalism in LBLs.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectEnglish Language Learners
dc.subjectLatinos
dc.subjectLatino Science Learners
dc.subjectBilingual Education
dc.subjectPhysical Science
dc.subjectScience Teaching
dc.subjectEnrichment Programs
dc.titleThe trilingual science teaching ambassador
dc.title.alternativeexploring the triangulation of Spanish, English, and the language of science
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentMathematics and Science Education
dc.description.majorScience Education
dc.description.advisorCory Buxton
dc.description.advisorNorman Thomson
dc.description.committeeCory Buxton
dc.description.committeeNorman Thomson
dc.description.committeeAlberto Rodriguez
dc.description.committeeMelissa Freeman
dc.description.committeeMartha Allexsaht-Snider


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