To integrate a language focus in a linguistically diverse physics classroom

It has previously been suggested that there is a need for more language focused science instruction, especially in linguistically diverse classrooms, where many students are second learners. But it also teachers may feel uncertainty about how to teach ways promote learning of both subject matter and language. Previous studies have revealed the science, written used create certain meaning. Research on interventions shows this knowledge, through functional metalanguage, can be successfully. However, few explore instruction themselves integrate focus their classrooms. This ethnographic case study investigates teacher, her planned metalanguage activities, integrated physics classrooms Year 5. The results reveal (1) activities students’ literacy development; (2) sometimes had an isolated focus; (3) put great deal effort into understanding they were perform various framed activities. implications teaching.