Synthesis: Cross-Linguistic Relationships

We trace the development and analyze the generalizability of the Classroom Assessment of Sociocultural Interactions (CASI), an observation system designed to measure cultural dimensions of classroo...

Measuring Cultural Dimensions of Classroom Interactions

Educational policy in Mexico and throughout Latin America is shifting focus from school access to school quality. Improving ‘quality’ is often interpreted as enhancing student learning opportunitie...

Framing and Assessing Classroom Opportunity to Learn: The Case of Mexico.

Prvi stik otroka s SDTJ je vrtec oziroma šola, kjer se otrok ob lastnem jeziku hkrati uči STDJ in drugih predmetnih področij, v našem primeru naravoslovja. Cilj poglavja je pokazati, kako na osnovi kurikulov za vrtce in učnih načrtih za osnovno šolo hkrati učiti naravoslovje in SDTJ. Najprej smo predstavili naravo naravoslovne pismenosti. Zgodnje naravoslovje v osnovi vključuje usvajanje novega besednjaka in se s spoznavanjem domačega okolja približuje naravnemu usvajanju jezika, zato je učenje SDTJ naravno in spontano. Kasnejše učenje naravoslovja v povezavi z učenjem SDTJ je manj spontano in je v povezavi z naravoslovjem najuspešnejše, kadar vključuje avtentične situacije, za katere imajo otroci željo in namen, da se jih naučijo. Predstavili smo primere sodobnih raziskav na področju razvoja jezika naravoslovja in naravoslovne pismenosti, ki v ospredje raziskovanja postavljajo uspešnost razvoja terminov in naravoslovnih pojmov preko na otroka osredotočenega poučevanja. Sledi nekaj primerov dobre prakse, povzetih po domačih in tujih virih.

/pdf/jezik-naravoslovja-in-razvijanje-naravoslovne-pismenosti-2nceuqd4ee.pdf

Jezik naravoslovja in razvijanje naravoslovne pismenosti

Measuring cultural aspects of teacher–child interactions to foster equitable developmental opportunities for young Latino children

Research Findings: In this study we analyze how parent and teacher ratings of young Latino children’s social competencies in rural California are associated with children’s oral language development. We find (a) that there is considerable incongruence between parent and teacher ratings of child social competence, (b) that both parent and teacher ratings account for meaningful variation in children’s oral language development, and (c) that incongruence between parent and teacher ratings is associated with oral language above and beyond the effects of parent and teacher ratings alone. Practice or Policy: Young Latino children’s social competencies contribute to their oral language development. These competencies represent an important, though to date underutilized, asset for building stronger academic/language functioning. Part of the paradoxical development of Latino children (i.e., strong social though weak academic/language competence) could be attributable to cultural differences that underlie teacher a...

Social Competence and Oral Language Development for Young Children of Latino Immigrants

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Social Competence and Oral Language Development for Young Children of Latino Immigrants