Please use this identifier to cite or link to this item:
|Title:||Enhancing language skills and science conceptual learning through a multidisciplinary teaching approach that infuses active literacy into science and English classes||Authors:||Saab, Darine||Advisors:||Salloum, Sara||Keywords:||multidisciplinary approach, upper elementary, disciplinary literacy, English Language Arts, science||Subjects:||Language and languages--Study and teaching--Case studies
Science--Study and teaching (Elementary)
English language--Study and teaching (Elementary)
University of Balamand--Dissertations
Achieving high levels of disciplinary literacy is both a goal for language arts education and the content area. My study’s aim is to build language and science teachers’ capacity for integrating active language support strategies that promote enhanced disciplinary literacy, particularly as manifested in advanced conceptual learning in science and expository informative writing skills across both disciplines. My investigation examines: (a) the impact of a multidisciplinary approach to integrating literacy skills in content areas for enhanced language and science learning and (b) language and science teachers’ adoption and adaptation of the strategies through collaborative co-planning, implementation, and reflection within PLCs. A mixed method case study approach that combines qualitative and quantitative (descriptive statistics) research methods was used. My case study examines in depth the collaboration of grade six teachers – English and science – working together in the classroom, aligning the science topic and literacy skills to purposefully integrate them into the English and science curriculum. The data gathering method included PLC meeting documentation, and three different learners’ products from the English and science classrooms – a Reflex Exploration Activity (science), the Nervous System Research Project (science), and an expository informative writing piece (English) as culminating products of the developed unit. My findings revealed significant critical decision points made by teachers and coordinators during PLC meetings that contributed to the effectiveness of the multidisciplinary unit. Moreover, the learners’ products showed that students’ conceptual understanding increased through the deployment of active literacy strategies into science explorations and projects. Furthermore, the employment of scaffolds (Framed Paragraph) revealed the learners’ progressing use of specialized register of science. Their expository informative writing manifested both ELA target writing competencies and the precision and explicitness in disciplinary meanings usually associated with scientific registers.
Includes bibliographical references (p. 108-121)
|URI:||https://scholarhub.balamand.edu.lb/handle/uob/6513||Rights:||This object is protected by copyright, and is made available here for research and educational purposes. Permission to reuse, publish, or reproduce the object beyond the personal and educational use exceptions must be obtained from the copyright holder||Ezproxy URL:||Link to full text||Type:||Thesis|
|Appears in Collections:||UOB Theses and Projects|
Show full item record
checked on Sep 21, 2023
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.