Effective Strategies for English Language Learners in Science

Melinda Moya Edu 7201TFall 2011

Table of Contents

Statement of the Problem ….Slide 3

Pros and Cons….Slide 4

Review of Related Literature ….Slide 5 - 6

Statement of the Hypothesis ….Slide 7

References …. Slide 8-

Statement of the Problem

Today’s curriculum seeks to differentiate instruction for all learners. Differentiation for English Language Learners or ELL’s has proven to be a challenge for many teachers. The teacher is constantly faced with the question on how to develop language skills for ELL’s. The issue that has arisen through years of testing ELL’s is that on the surface it may seem that ELL’s are communicating with teachers and peers in the new language, but the struggles seem to be within the content or academic language that is needed to excel in today’s educational system. One major struggle for ELL’s is in the content area of Science. Within the fourth and Eighth grades students are expected to gain a passing score in the state exam. In the recent past this has been a major concern for individuals educating ELL’s since success in these exams are abysmal.

 

Pros and Cons

Review of Related Literature

Science needs to be connect or be aware of the students socio-cultural aspect.

Proper assessments and testing modality needs to be constructed to evaluate the students knowledge in science.

Implementation of technology for science needs to be in place. Such as blogging, wiki spaces, and podcasts.

Review of Related Literature Cont…

Graphic organizers that incorporates language skills need to be in place. Effective strategies include graphic organizers with a focus on language development skills. In this way the academic language is being developed in succession with the content knowledge.

Language skills should include tier 2 words such as Describe, explain, or discuss.

Research Hypothesis

Research will be conducted with a group of xx 8th grade ELL students in a school in Staten Island. Intervention will be done three times a week for a period of two months. Students will be able to increase academic language as well as knowledge in scientific inquiry.

References

Carlone, H. B., Haun-Frank, J., Webb, A. (2010). Assessing Equity Beyond Knowledge- and Skills-Based Outcomes: A Comparative Ethnography of Two Fourth-Grade Reform-Based Science Classrooms. Journal of Research in Science Teaching. Volume 48(5), 459-485.

 Colombo, M.W., Colombo, P.D., (2007). Blogging to Improve Instruction in Differentiated Science Classrooms. Phi Delta Kappan. Retrieved from the JSTOR database.

Gibbons, B.A., (2003). Supporting Elementary Science Education for English Learners: A Constructivist Evaluation Instrument. The Journal of Educational Research. Volume 96(6), 371-380.

Janzen, J., (2004). Teaching English Language Learners in the Content Areas. Retrieved from ERIC database.

Lee, O., Buxton, C., Lewis, S., LeRoy, K., (2005). Science Inquiry and Student Diversity: Enhanced Abilities and Continuing Difficulties After an Instructional Intervention. Journal of Research in Science Teaching. Volume 43(7), 607-636.

Lee, O., Fradd, S.H., (1998). Science for All, Including Students From Non-English-Language Backgrounds. Review of Educational Research. Volume 27(4), 12-21.

Lee, O., (2005). Science Education with English Language Learners: Synthesis and Research Agenda. Review of Educational Research. Volume 75(4), 491-530.

Murphy, A.F., (2009). Tracking the Progress of English Language Learners. Phi Delta Kappan. Retrieved from JSTOR database.

Niss, M. L. (2005). Preparing Teachers to Teach Science and Mathematics with Technology: Developing a Technology Pedagogical Content Knowledge. Teaching and Teacher Education. Volume 21, 509-523.

Pluta, W.J., Chinn, C. A., Duncan, R.G. (2010). Learners’ Epistemic Criteria for Good Scientific Models. Journal of Research in Science Teaching. Volume 48(5), 486-511.