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Academic vocabulary instruction and socio-scientific issue discussion in urban sixth-grade science classrooms.

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Title: Academic vocabulary instruction and socio-scientific issue discussion in urban sixth-grade science classrooms.
Authors: Relyea, Jackie Eunjung, Zhang, Jie, Wong, Sissy S., Samuelson, Courtney, Wui, Ma. Glenda Lopez
Source: Journal of Educational Research. 2022, Vol. 115 Issue 1, p37-50. 14p. 10 Charts, 1 Graph.
Subjects: Science, Vocabulary, Urban schools, Science education, Students
Abstract: Given the growing evidence of academic language demands embodied in science practices, this study aimed to design and evaluate the effectiveness of a literacy-science integrated program that emphasized the incorporation of academic vocabulary instruction and collaborative discussion of a socio-scientific issue in sixth-grade science classrooms in an urban school. The treatment students (n = 73) who participated in the intervention had significantly higher academic vocabulary knowledge and scientific argumentation posttest scores than the control students (n = 62). The effect on academic vocabulary knowledge was particularly greater for bilingual students than their monolingual peers. Mediation analyses revealed that the intervention effects on science content knowledge and scientific argumentation were mediated by academic vocabulary knowledge. Findings indicate that science teachers' instructional scaffolding for academic vocabulary and authentic discourse can not only improve students' academic vocabulary knowledge but also indirectly affect science content knowledge and scientific argumentation via academic vocabulary knowledge. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Academic vocabulary instruction and socio-scientific issue discussion in urban sixth-grade science classrooms.
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  Data: <searchLink fieldCode="AR" term="%22Relyea%2C+Jackie+Eunjung%22">Relyea, Jackie Eunjung</searchLink><br /><searchLink fieldCode="AR" term="%22Zhang%2C+Jie%22">Zhang, Jie</searchLink><br /><searchLink fieldCode="AR" term="%22Wong%2C+Sissy+S%2E%22">Wong, Sissy S.</searchLink><br /><searchLink fieldCode="AR" term="%22Samuelson%2C+Courtney%22">Samuelson, Courtney</searchLink><br /><searchLink fieldCode="AR" term="%22Wui%2C+Ma%2E+Glenda+Lopez%22">Wui, Ma. Glenda Lopez</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Educational+Research%22">Journal of Educational Research</searchLink>. 2022, Vol. 115 Issue 1, p37-50. 14p. 10 Charts, 1 Graph.
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  Data: Given the growing evidence of academic language demands embodied in science practices, this study aimed to design and evaluate the effectiveness of a literacy-science integrated program that emphasized the incorporation of academic vocabulary instruction and collaborative discussion of a socio-scientific issue in sixth-grade science classrooms in an urban school. The treatment students (n = 73) who participated in the intervention had significantly higher academic vocabulary knowledge and scientific argumentation posttest scores than the control students (n = 62). The effect on academic vocabulary knowledge was particularly greater for bilingual students than their monolingual peers. Mediation analyses revealed that the intervention effects on science content knowledge and scientific argumentation were mediated by academic vocabulary knowledge. Findings indicate that science teachers' instructional scaffolding for academic vocabulary and authentic discourse can not only improve students' academic vocabulary knowledge but also indirectly affect science content knowledge and scientific argumentation via academic vocabulary knowledge. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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