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Teachers’ Views of Primary Science in Linguistically Diverse School Settings in Quebec

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This article looks at teachers’ views of the role of text in science education in three different linguistic school settings in Quebec: English, French and French Immersion. Extensive discussion/interviews with grades five and six teachers as well as observations of science lessons provided the data. The findings suggest that the linguistic culture of the school, including teachers’ perceptions of students’ language learning needs, influence their views of the way in which science text materials may be used.
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Document Type: Research Article

Affiliations: Concordia University

Publication date: January 1, 1999

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  • Curriculum and Teaching is a bi-annual, refereed, international journal publishing original research. It uses a balanced and comparative perspective to consider curriculum design and development, evaluation, curriculum models, comparative studies in curriculum, innovation and policy, planning, and educational administration.
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