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Title
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Disciplinary Literacy & Structured Student Talk in a Newcomer Science Classroom
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Creator
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Emma Engel
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Degree Name
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Master of Arts in Teaching (initial licensure)
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Project Type
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action_research_project
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Date
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6/13/2026
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Abstract
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This action research project examined the impact of disciplinary literacy and structured student talk in a biology class for newcomer students. It was determined that these pedagogical strategies had a positive impact on student outcomes, including their English language acquisition.
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Keywords
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English language acquisition
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sheltered science class
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Committee Member
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Marcus Wenzel
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Monique Aguilar-Weaver
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Rights
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Western Oregon University Library has determined, as of 07/27/2026, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.
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https://rightsstatements.org/page/InC/1.0/?language=en
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Language
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eng
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Type
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text
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Image;StillImage
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data
