Science and mathematics instruction for emergent bilinguals through children’s literature
Language acquisition, reading comprehension, and teacher PD will be presented in this article to discuss how the three components can be helpful in supporting emergent bilinguals (EBs). Using children’s literature in mathematics classes could improve the performance of (EB) students. The most curren...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-01-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2024.1473489/full |
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| author | Alison Mcewin Faye Bruun David Daniel Jimenez Carmen Tejeda-Delgado |
| author_facet | Alison Mcewin Faye Bruun David Daniel Jimenez Carmen Tejeda-Delgado |
| author_sort | Alison Mcewin |
| collection | DOAJ |
| description | Language acquisition, reading comprehension, and teacher PD will be presented in this article to discuss how the three components can be helpful in supporting emergent bilinguals (EBs). Using children’s literature in mathematics classes could improve the performance of (EB) students. The most current research suggests students who engage more with language through meaningful experiences like stories have greater retention for the material they are learning while they also see the English language in action. The more interaction and exposure to the language may increase EBs performance in the class subjects of English Language Arts and Reading. One of the best ways to engage emergent bilingual students with science and mathematics while supporting language acquisition is the use of children’s literature to teach science, technology, engineering, art, and math (STEAM) concepts. The elements of a story help students learn the structure of English usage in everyday speech while giving them solid STEAM concepts they can more easily understand through the story. This strategy also allows the teacher to scaffold for EB students using the story as a building block. By selecting and pairing effective EB strategies with children’s STEAM literature, there may be an increase in student performance overall. |
| format | Article |
| id | doaj-art-063026172aeb45b88f2e2abbd9e3eb6e |
| institution | Kabale University |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-063026172aeb45b88f2e2abbd9e3eb6e2025-01-06T06:59:17ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-01-01910.3389/feduc.2024.14734891473489Science and mathematics instruction for emergent bilinguals through children’s literatureAlison McewinFaye BruunDavid Daniel JimenezCarmen Tejeda-DelgadoLanguage acquisition, reading comprehension, and teacher PD will be presented in this article to discuss how the three components can be helpful in supporting emergent bilinguals (EBs). Using children’s literature in mathematics classes could improve the performance of (EB) students. The most current research suggests students who engage more with language through meaningful experiences like stories have greater retention for the material they are learning while they also see the English language in action. The more interaction and exposure to the language may increase EBs performance in the class subjects of English Language Arts and Reading. One of the best ways to engage emergent bilingual students with science and mathematics while supporting language acquisition is the use of children’s literature to teach science, technology, engineering, art, and math (STEAM) concepts. The elements of a story help students learn the structure of English usage in everyday speech while giving them solid STEAM concepts they can more easily understand through the story. This strategy also allows the teacher to scaffold for EB students using the story as a building block. By selecting and pairing effective EB strategies with children’s STEAM literature, there may be an increase in student performance overall.https://www.frontiersin.org/articles/10.3389/feduc.2024.1473489/fullemergent bilingualSTEAMlanguage acquisitioneffective teacher trainingscaffolding literature |
| spellingShingle | Alison Mcewin Faye Bruun David Daniel Jimenez Carmen Tejeda-Delgado Science and mathematics instruction for emergent bilinguals through children’s literature Frontiers in Education emergent bilingual STEAM language acquisition effective teacher training scaffolding literature |
| title | Science and mathematics instruction for emergent bilinguals through children’s literature |
| title_full | Science and mathematics instruction for emergent bilinguals through children’s literature |
| title_fullStr | Science and mathematics instruction for emergent bilinguals through children’s literature |
| title_full_unstemmed | Science and mathematics instruction for emergent bilinguals through children’s literature |
| title_short | Science and mathematics instruction for emergent bilinguals through children’s literature |
| title_sort | science and mathematics instruction for emergent bilinguals through children s literature |
| topic | emergent bilingual STEAM language acquisition effective teacher training scaffolding literature |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2024.1473489/full |
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