Effective Strategies for English Language Learners in Science

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Effective Strategies for English Language Learners in Science. Melinda Moya Edu 7201T Fall 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-. - PowerPoint PPT Presentation


Effective Strategies for English Language Learners in ScienceEffective Strategies for English Language Learners in ScienceMelinda Moya Edu 7201TFall 2011Table of ContentsStatement of the Problem .Slide 3Pros and Cons.Slide 4Review of Related Literature .Slide 5 - 6Statement of the Hypothesis .Slide 7References . Slide 8-Statement of the ProblemTodays curriculum seeks to differentiate instruction for all learners. Differentiation for English Language Learners or ELLs has proven to be a challenge for many teachers. The teacher is constantly faced with the question on how to develop language skills for ELLs. The issue that has arisen through years of testing ELLs is that on the surface it may seem that ELLs 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 todays educational system. One major struggle for ELLs 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 ELLs since success in these exams are abysmal. Pros and ConsReview of Related LiteratureScience 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 ContGraphic 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 HypothesisResearch 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.ReferencesCarlone, 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.


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