English language learners in science education (2014) (original) (raw)
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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.
We describe a model professional development intervention currently being implemented to support 3rd- through 5th-grade teachers’ science instruction in 9 urban elementary schools with high numbers of English language learners. The intervention consists of curriculum materials for students and teachers, as well as teacher workshops throughout the school year. The curriculum materials and workshops are designed to complement and reinforce each other in improving teachers’ knowledge, beliefs, and practices in science instruction and English language development for ELL students. In addition to these primary goals, secondary goals of the intervention included supporting mathematical understanding, improving scientific reasoning, capitalizing on students’ home language and culture, and preparing students for high-stakes science testing and accountability through hands-on, inquiry-based learning experiences.
A framework for the effective science teaching of English Language Learners in elementary schools
A l l r i g h t s r e s e r v e d ABSTRACT This chapter presents a framework for effective science teaching for English language learners (ESTELL) based on two bodies of sociocultural researchthe CREDE Five Standards for Effective Pedagogy and the integrated science, language, and literacy instruction literature-which provide converging lines of empirical evidence for a set of socially, culturally, and linguistically responsive instructional practices that have been demonstrated to improve the achievement of English language learners (ELLs). ESTELL is an instructional approach integrating the teaching of scientific inquiry, science discourse, and language and literacy development in a contextualized curriculum that is culturally, socially, and linguistically responsive. This chapter presents a review of the theoretical framework for ESTELL, empirical evidence of impact on ELLs' learning, and a set of instructional exemplars of ESTELL pedagogy. © 2 0 1 0 I A P A l l r i g h t s r e s e r v e d © 2 0 1 0 I A P A l l r i g h t s r e s e r v e d 152 T. STODDART, J. SOLIS, S. TOLBERT, and M. BRAVO © 2 0 1 0 I A P A l l r i g h t s r e s e r v e d © 2 0 1 0 I A P A l l r i g h t s r e s e r v e d Effective Science Teaching for English Language Learners 153 © 2 0 1 0 I A P A l l r i g h t s r e s e r v e d © 2 0 1 0 I A P A l l r i g h t s r e s e r v e d 154 T. STODDART, J. SOLIS, S. TOLBERT, and M. BRAVO © 2 0 1 0 I A P A l l r i g h t s r e s e r v e d © 2 0 1 0 I A P A l l r i g h t s r e s e r v e d 156 T. STODDART, J. SOLIS, S. TOLBERT, and M. BRAVO © ©
ELLs: children left behind in science class
2004
This article presents results of a year-long study conducted in two rural elementary science classes for English Language Learners (ELLs) in a southeastern state. The researchers found that mainstream teachers did not accommodate ELLs and that hands-on, inquiry learning was not provided in science classes. It was also noted that science education has been pushed aside in the classrooms due to No Child Left Behind state-mandated testing. Introduction English language learners (ELLs) represent 9.3 percent of the K-12 public school population in the United States (Solano-Flores & Trumbull, 2003). While the number of ELLs is considered likely to increase, also noted by educators is an academic performance disparity between ELLs and fully English proficient students (FEPs). For instance, there is not only a substantial achievement gap between FEPs and ELLs in science, but minority students also are less likely to be represented in science-related majors in higher education (August & Haku...
Promising instructional strategies for English learners in the science classroom
2014
English learners to thrive in the science classroom, teachers should build on a foundation of effective instruction and then explore what a partnership between content and language teachers can offer. Partnering to support academic achievement: The TESL professor and the science teacher Academic language development for English learners (ELs) has become the new focus in many K-12 content-area classrooms. While many teachers have been exposed to current ideas in academic language development and want to include it in their classroom teaching, they are often not sure how to begin. This can be stressful for content teachers who have not been formally trained in teaching English as a second language, and challenging for ESL teachers put in the position of teaching content outside the realm of teaching language. Effective instruction to promote academic achievement for ELs requires integration of content and language (Lee & Buxton, 2013). Due to the steady growth of ELs in U.S. schools, there is a continued need for language and content teachers to collaborate and support academic language development in content-area classrooms. In this article, we will share what we learned when a TESL professor (Sarah) and an in-service science teacher (Jessica), collaborated to find practical ideas to teach academic language in the science classroom.
In this chapter, we discuss the specialized language that has evolved over centuries to communicate scientific ideas, and the role that this language plays in modern science education. Scientific language can be seen as a code that is used to unlock scientific thinking and communicating, but that can also appear mysterious and inaccessible to those who are first trying to make sense of it. Scientific language can also be viewed as an exclusive discourse that may (intentionally or unintentionally) alienate many people who then come to believe that they cannot or do not wish to engage with science. Whichever the case, it has been an ongoing national concern that too many students leave school and live their lives without basic scientific literacy; it is clear that the language of science is both part of this problem and must also be part of any solution. In this chapter, we set out to explore the nature of the language of science, its role in science education, and strategies that we might use as science educators to prevent the language of science from being a barrier to students learning (and wishing to learn) science. We begin the chapter with a discussion of how and why the language of science evolved to function the way it does. Second, we discuss the language of science in the science classroom and some ideas about how students encounter and begin to make sense of this language, or else fail to do so, deciding that science is " not for them. " Third, we consider the role that everyday language can play in understanding and explaining science concepts and how it may (or may not) serve as a bridge to adopting the academic language of science. Fourth, we consider the unique aspects of students learning science in a second (or additional) language and the roles that home language, school language, and various combinations (translanguaging) can play in supporting science learning. Fifth, we consider several practical strategies for supporting all students in learning to use the language of science by providing examples from our current research. We conclude the chapter by summarizing recommendations for language use in the science classroom and we raise some additional questions that must be answered to more fully understand how language affects and is affected by the science education process. Evolution of the language of science: Why does science sound that way? The language of science has evolved over time in specific ways to accomplish certain purposes. It is a language that is used to construct theories, to posit explanations,
Supporting Science Learning For English Language Learners
Journal of Educational Research and Practice, 2020
This study focused on two fourth-grade science classrooms with English learners (ELs), exploring how teachers supported students’ science and language/literacy learning in different language contexts. Three a priori research-based practices recommended for supporting science learning framed our exploration: (a) negotiation, opportunities for individual and social construction and critique of knowledge; (b) embedded language, opportunities for language and literacy learning as a natural aspect of science; and (c) non-threatening learning environments, opportunities for social apprenticeship and interaction. We provide insights into how science instructional practices supported ELs’ science and language learning. One key implication is that enacting these three principles of practice in students’ first language (Spanish), when less linguistic scaffolding is required, creates more opportunities to focus on disciplinary content and exploration of students’ ideas. The second key implicat...