What's language got to do with it?: A case study of academic language instruction in a high school “English Learner Science” class
By K. Bruna, Roberta J. Vann, M. P. Escudero. 2007
118 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/c25b6228e342e70dfa034fbeee80a4cc1b1c94df
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In Developmental and Educational Psychology
In Language and Linguistics
In Literature and Literary Theory
Citations in the corpus
- Mathematics and science teachers’ beliefs and practices regarding the teaching of language in content learning (2011, background): “…improving their linguistic skills (Richardson Bruna & Gomez, 2009), it is surprising that many subject teachers working with ELLs either in mainstream, immersion or content-based classrooms, do not have any specific training in language education (Barwell, 2005a; Richardson Bruna et al., 2007).”
- Leveled and Exclusionary Tracking (2016, background): “A growing body of work is identifying ways in which administrators and teachers, at times, make assumptions about ELs’ academic capacity to succeed in mainstream classes based on their English skills (Bruna et al., 2007; Yoon, 2008).”