Exploring Science and English Language Development: Implications for Teacher Professional Learning

“The exciting part of making this connection between science and language explicit is that we are really acknowledging a reality that has existed forever. Language is the language of thought, language is the language of science…we haven’t spent enough time over the years really thinking about how we use language to develop thinking and how we use language to express what we're learning.”

-Kris Gutiérrez, Professor of Language, Literacy & Culture, University of California, Berkeley

In January 2015, the Exploratorium convened a group of fifty national experts to share their varied and complementary perspectives on the relationship between English language development and science learning. Participants represented the fields of educational and applied linguistics, classroom practice, policy, teacher education, professional learning, and educational research.

会议包括展示，案例研究，探索和工作组，旨在进一步促进对科学，英语语言开发和教师专业学习之间的重叠越来越多的兴趣。会议寻求地址的关键问题是（1）科学可以作为语言发展的强大背景，并从语言习得的传统观点转移，这将关注语言作为一套语言的转变表格和结构，朝着当前的研究与实践模型，通过在社会互动和有意义的纪律践行中使用了语言，强调了语言的收购。这些问题包括：

• 教师需要了解学习科学，在科学背景下学习语言，以及支持两者的教育学吗？

• 设计原则可以指导创建professional learning experiences that enable teachers to make science a good context for language development?

• 什么研究问题可以支持未来的努力为科学发展创造专业的学习经验？

该会议产生了一系列相关产品，张贴在这里，作为教育工作者，研究人员，专业学习提供商等资源，以及兴趣科学如何作为英语语言发展的背景。

• 全体会议: Videos of the opening presentations designed to establish the key issues of the conference.

• Interviews with Participants: Videos of conversations with selected conference participants that explore various topics related to the fields of science education, professional learning, and English language development.

• Documentation and Resources：综合会议的主要思想，所有会议的书面转录，以及一系列支持材料。

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