Mathematics and science teachers’ beliefs and practices regarding the teaching of language in content learning
By May Tan. 2011
187 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/32ede1d3173a4b5f7bfc8a23a76c288994c22536
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In Developmental and Educational Psychology
In Language and Linguistics
In Literature and Literary Theory
Citations in the corpus
- The language of ciencia: translanguaging and learning in a bilingual science classroom (2018, background): “A great deal of hand wringing occurs among researchers when content area teachers ignore the linguistic dimensions of their curriculum at the expense of such students (Tan 2011; Valdés 2001).”
- The Routledge handbook of English language teaching (2018, background): “In Vygotsky’s SCT, theory and practice are interconnected in a dia-lectical relationship, in which theory guides practice and practice feeds theory, fostering change in both when needed in a bi-directional fashion (Lantolf and Poehner, 2014).”
- Fostering team teaching: Mapping out a research agenda for English-medium instruction at university level (2018, background): “To date, the vast majority of studies that tackle team teaching are based on participants’ impressions (Tan 2011) and do not include any measurement instrument that confirms or rejects such impressions.”