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SIMON. FRASER UNIVERSITY ?
EDUCATION 367-4 (D1.00)
INTEGRATING ESL LEARNERS IN DIFFERENT SCHOOL SUBJECTS: ?
SCIENCE AND MATHEMATICS ?
(Cat. #72231)
Regular Summer Semester, 1994
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Instructor: ?
Gloria Sampson
(May 2—July 29)
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Office: ?
MPX 8671
Wednesday, 13:00-16:50
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Phone:
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291-4303
Location: MPX 7600F
PREREQUISITE:
60 hours of credit
AIMS
This course is for teachers and future teachers who have no training or interest in
teaching lalguage as such, but who expect to have learners of English as a second
language fil their science and mathematics classes. Students in this course learn to
use a set of instructional techniques that help ESL learners acquire the kind of
language,
oral
and written, required for effective functioning in the subject areas of
science and math.
TOPICS
1.
How thinking, talking, reading and writing differ in mathematics and science
registers of English from thinking, talking, reading and writing in the humanities
registers of English.
2.
Teaching the talk required for effective mathematical problem-solving.
3.
Teaching content-area talk and reading and science.
ASSIGNMENTS
1.
Analyzing the talk used by native speakers and non-native speakers in
mathematical problem solving and devising lesson plans to teach appropriate
math talk. (50% of total grade)
2.
Devising lesson plans for teaching reading skills in science for ESL learners. (30%)
3.
Lesson plans for teaching ESL learners cognitive self-instruction techniques so
that they learn how to learn math and science language on their own. (20%)
REQUIRED TEXTBOOKS
Sampson, Gloria.
Language and Mathematics. (A
xeroxed prepublication copy of this
book will be available for purchase on the first day of class).
Collins Cobuild English Grammar.
(1990). London: HarperCollins.
Osborne, Roger & Freyberg, Peter. (1985). Learning in Science: The Implications of
Children's Science.
Auckland, New Zealand: Heinemann.
