As a result of discussions among ASTE members who wish to know more about how to meet the needs of second language learners, we proposed and received approval for an ASTE monograph entitled Science Teacher Preparation in Content-Based Second Language Acquisition. Alandeom Oliveira and Molly Weinburgh will serve as the co-editors of the monograph. The purpose of this proposed book is to provide science teacher educators with exemplars of professional development programs designed to prepare teachers to effectively help language learners in science classrooms simultaneously gain language proficiency and conceptual understanding. It is envisioned that this book will serve as a valuable resource for science teacher educators seeking to identify language-focused professional development activities that can be used to introduce science teachers to content-based approaches to second language instruction such as “sheltered science” as well as pedagogy that can be used to ensure accessibility and comprehensibility of science content to students with limited proficiency in the language of instruction such as translanguaging (Wei & Garcia, 2013) and academic conversations (Wright, 2014). Lastly, it is expected that the book will help support collaboration between science and language educators by increasing their familiarity of specialized terminology across the two scholarly fields. Together, the chapters will help readers develop a stronger grasp of jargon commonly utilized by experts in language education (e.g., realia, model, wordwall, and Frayer Model) as well as in science education (e.g., inquiry, argumentation, scientific modeling, and nature of science). This interdisciplinary focus will help educators who read the book to be a better position to collaborate more effectively across the two content areas.
We envision a book consisting of 18 to 20 chapters from contributing authors that span a variety of K-12 teaching opportunities. Each chapter’s length is envisioned to range between 15-20 single-spaced pages with references. These chapters will be bounded by an introduction and a final chapter written by the editors.
Proposed chapter overviews should be 2-4 single-spaced pages in length. Deadline for proposed chapter submissions is July 20, 2015. Please also include a cover page including proposed title of the chapter, author(s) information - full name(s), and contact details (postal address, e-mail address, telephone, and fax numbers).
Final chapters will vary in the kind and duration of the programs/events, giving the readers further insight into the similarities and differences in the approaches used to prepare teachers to help students learn science and language. Each individual chapter will consist of the following sections (first drafts will need to be blinded for peer review):
1. Introduction – the context of the science/language program/event (participating teachers, their school settings, program staff, etc.)
2. Teacher Preparation Model:
a. Visual representation that captures the “essence” of a teacher preparation program (e.g., different phases in the professional development approach) accompanied by verbal account of its theoretical underpinnings and epistemic/linguistic stance.
b. Review of the literature informing the model and description of how the model was developed.
3. Materials – where appropriate, authors should share resources (e.g., PowerPoint slides, hand-outs, lesson plans, etc.)
4. Implementation - excerpts of discussions, descriptive account of activities implemented during the program, photos, etc.
5. Outcomes - account of teachers gains in terms of new knowledge and skills acquired as revealed by surveys, interviews, post-intervention data in general
6. Summation - conclusions and implications
Consideration will also be given to theoretical manuscripts and position papers. If you have questions, please contact Alan Oliveira (firstname.lastname@example.org) and Molly Weinburgh (email@example.com).
Chapter Proposals July 20, 2015
Notification of Acceptance August 15, 2015
First draft of full chapter Early Spring 2016
Final draft of full Chapter Late Spring 2016
Submission to Springer Summer 2016
Send both the cover page and proposal electronically to Alan Oliveira (firstname.lastname@example.org) and Molly Weinburgh (email@example.com).