teachng in two language chapter 5中文.docVIP

Content and Professional Vocabulary Development 内容和专业词汇的发展 By contributing author Jaime J. Gelabert-Desnoyer 由Jaime j . Gelabert-Desnoyer特约作者 Graphics by Cory Dewald 图形由科里Dewald Essential Question 至关重要的问题 How can I effectively develop vocabulary in the bilingual classroom? 我怎样才能有效地开发在双语课堂词汇one teachers dilemma ??一个老师的困境 ?Although my students who are future Spanish-English bilingual teachers are quite pleased with the quality of our university’s bilingual education program in terms of theory and practice, they often complain that they are not being adequately equipped with the Spanish vocabulary they will need in order to teach in the content areas. This includes pedagogical grammar — for example, the vocabulary they will need to teach mathematical operations, content vocabulary, and the technical scientific words they will need to teach about global warming in science class. ?虽然我学生未来西班牙英语双语教师非常满意我们大学双语教育项目的质量在理论和实践方面,他们常常抱怨说,他们没有被充分配备了西班牙语的词汇,他们需要为了教的内容区域。这包括教学语法——例如,他们需要教数学运算的词汇,词汇,内容和技术科学的话,他们需要在科学课上教授关于全球变暖。 One of the most pressing issues bilingual teachers face in the United States is bridging the gap between their linguistic abilities in the native language of their students and the content knowledge of the subjects they teach. This is often most evident in the area of vocabulary, which often reveals inadequate preparation in both content and pedagogical vocabulary. 双语教师面临的最紧迫问题之一在美国之间的鸿沟是他们的语言能力在学生的母语知识他们教的科目和内容。这通常是最明显的词汇,通常显示在内容和教学词汇准备不足。 A considerable number of individuals who embark on the fascinating journey of becoming bilingual teachers have acquired their content knowledge and their linguistic skills in the L1 of their students separately. In other words, while these future educators show a high degree of linguistic competence in the L1 of their students, their vocabulary knowledge in specific areas (both content and pedagogical) may not be sufficient, in varying degrees and aspects, for the teaching skills they perform daily in the bilingual classro