Integrating science and English proficiency for English language learners. (2012) (original) (raw)
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Http Dx Doi Org 10 1080 00405841 2013 770328, 2013
Despite the expectation that all students should achieve high academic standards, content area instruction and English for Speakers of Other Languages (ESOL) instruction for English language learners (or ELLs) have traditionally been conceptualized as separate domains, resulting in educational inequities for ELLs. This is because effective instruction to promote academic achievement for ELLs requires integration of content and language. Such inequities are more pronounced in urban schools where ELLs are disproportionately represented. In science education, research on instructional interventions to simultaneously promote science and English proficiency of ELLs has begun to emerge in recent years. Grounded in this emerging research literature, we offer specific instructional strategies to integrate science and English proficiency for ELLs in five domains: (1) literacy strategies with all students, (2) language support strategies with ELLs, (3) discourse strategies with ELLs, (4) home language support, and (5) home culture connections.
Connecting Literacy and Science to Increase Achievement for English Language Learners
Early Childhood Education Journal, 2010
Giving students a purpose and a passion for sharing their thinking through authentic learning experiences and giving them tools for writing through which they can risk new vocabulary, new language, and new thought is critical for the linguistic and cognitive development of students. Furthermore, students develop a deep understanding of content they have heard and read when given time to process information through writing and speaking. This article describes one teacher's quest to identify and implement effective research-based instructional strategies that she could use to successfully support her kindergarten ELL students during science instruction. Keywords Science Á English language learners Á Kindergarten Á Early childhood education Á Literacy To develop a complete mind, study the science of art; study the art of science, learn to see. Realize that everything connects to everything else.-Leonardo daVinci ''Miss Huerta, como se dice 'brillosa' en ingles?'' (''Miss Huerta, how do you say 'shiny' in English?''), Juan asked as his pencil hovered next to his beautiful drawing of a shiny rock. He was ready to add a descriptive statement
Science for ELL: Re-thinking Our Approach
2007
M any educators feel ill-prepared to meet the academic needs of students from culturally and linguistically diverse backgrounds. For Oscar, a 13-year-old Mexican immigrant in the southwest, being an English language learner (ELL) brings daily challenges as he tries to keep up with learning English and the subject contents of eighth grade. He takes classes with English speakers with the expectation that he will learn English the "natural way" by immersion. Fortunately, his older brother, who came first to the United States, tutors him in most areas. This helps Oscar cope with the multitasking role of being a nontraditional student in an American classroom. In Oscar's school, 49% of the student population is categorized as ELL, four languages are spoken, 75% of the student population is Hispanic, and 98% of the students receive free or reduced lunch.
Science for ELLs: Rethinking Our Approach
2007
Practical considerations and support for instruction of English language learners M any educators feel ill-prepared to meet the academic needs of students from culturally and linguistically diverse backgrounds. For Oscar, a 13-year-old Mexican immigrant in the southwest, being an English language learner (ELL) brings daily challenges as he tries to keep up with learning English and the subject contents of eighth grade. He takes classes with English speakers with the expectation that he will learn English the "natural way" by immersion. Fortunately, his older brother, who came first to the United States, tutors him in most areas. This helps Oscar cope with the multitasking role of being a nontraditional student in an American classroom. In Oscar's school, 49% of the student population is categorized as ELL, four languages are spoken, 75% of the student population is Hispanic, and 98% of the students receive free or reduced lunch. Oscar is bilingual. Bilingual students learn their languages at different ages, in various settings, and for unique purposes. Despite the increasing normalcy of growing up bilingual, there is often a concern that bilingualism hinders students in school. Educators are hesitant to incorporate language-facilitating methods. Yet, policy makers, school administrators, and educators are desperate for sound research and guiding practices to implement appropriate instructional materials and assessment strategies for ELL. W i l l i a m M e d i n a-J e re z , D o u g l a s B. C l a r k , A m e l i a M e d i n a , a n d F ra n k R a m i re z-M a r i n Rethinking Our Approach
2018
English language learners (ELLs) benefit when their teachers utilize a wide range of English as a Second Language (ESL) instructional strategies. However, content-area teachers often are unfamiliar with these ESL strategies as they have not received extensive professional development on meeting the needs of ELLs, especially within the context in their content area. In the current study, we explored the instructional differences between sixth-grade science teachers in their use of specific ESL strategies through the use of an observation protocol. Treatment teachers received ongoing, in-depth professional learning on working with ELLs and using ESL strategies. Our research question was: Is there a significant difference between treatment and control classrooms on teachers’ implementation of ESL strategies? A total of 1,380 rounds of observation were completed in both treatment and control classrooms during science instruction, with an average of 54.5 minutes per teacher. Chi-square t...
Science education with English language learners: Synthesis and research agenda
Review of Educational Research, 2005
This review analyzes and synthesizes current research on science education with ELLs. Science learning outcomes with ELLs are considered in the context of equitable learning opportunities. Then, theoretical perspectives guiding the research studies reviewed here are explained, and the methodological and other criteria for inclusion of these research studies are described. Next, the literature on science education with ELLs is discussed with regard to science learning, science curriculum (including computer technology), science instruction, science assessment, and science teacher education. Science education initiatives, interventions, or programs that have been successful with ELLs are highlighted. The article summarizes the key features (e.g., theoretical perspectives and methodological orientations) and key findings in the literature, and concludes with a proposed research agenda and implications for educational practice.