Review of one journal article related to science instruction for English Language Learners.
Title: Integrating Science and English Proficiency for English Language Learners
Author: Lee, O. & Bucton, C.A.
Address: Lee, O., & Buxton, C. A. (2013). Integrating Science And English Proficiency For English Language Learners. Theory Into Practice, 52(1), 36-42. doi:10.1080/07351690.2013.743772
Rating: Supergiant (4 Terrific)
Review: The purpose of this journal article is to assist teachers of English language learners in developing literacy proficiency in science.There is a great need for teacher development in this area due to the high population of limited English proficient students living in the United States and attending grade-level schools. The article states that the EL population is increasing, yet for some time, EL assessment scores were declining in the area of science. The authors of this article aim to give teachers the necessary tools for engaging ELs in the science classroom and bringing the true term of literacy to the surface for teachers. In this article, literacy is viewed in a light much brighter than just being proficient in the four language domains. The authors extend literacy as the ability to think and reason, view, and visually represent graphics. The article brings vocabulary to the forefront and showcases strategies in which teaches can incorporate reading, writing, speaking, and listening activities in order to amplify acquisition of content vocabulary. The following section of the article states how teacher awareness of content discourse plays a major role in content comprehension. Teachers are reminded of the need to lighten the linguistic load, while maintaining the rigor of the science content. This article is useful for educators of ELs, with its specific strategies for literacy as it relates to science content. However, the methods listed here, are beneficial to all learners.
Title: Integrating Science and English Proficiency for English Language Learners
Author: Lee, O. & Bucton, C.A.
Address: Lee, O., & Buxton, C. A. (2013). Integrating Science And English Proficiency For English Language Learners. Theory Into Practice, 52(1), 36-42. doi:10.1080/07351690.2013.743772
Rating: Supergiant (4 Terrific)
Review: The purpose of this journal article is to assist teachers of English language learners in developing literacy proficiency in science.There is a great need for teacher development in this area due to the high population of limited English proficient students living in the United States and attending grade-level schools. The article states that the EL population is increasing, yet for some time, EL assessment scores were declining in the area of science. The authors of this article aim to give teachers the necessary tools for engaging ELs in the science classroom and bringing the true term of literacy to the surface for teachers. In this article, literacy is viewed in a light much brighter than just being proficient in the four language domains. The authors extend literacy as the ability to think and reason, view, and visually represent graphics. The article brings vocabulary to the forefront and showcases strategies in which teaches can incorporate reading, writing, speaking, and listening activities in order to amplify acquisition of content vocabulary. The following section of the article states how teacher awareness of content discourse plays a major role in content comprehension. Teachers are reminded of the need to lighten the linguistic load, while maintaining the rigor of the science content. This article is useful for educators of ELs, with its specific strategies for literacy as it relates to science content. However, the methods listed here, are beneficial to all learners.
Title: Effective Strategies for Teaching Science Vocabulary
Author: Carrier, S.J.
Address: Carrier, S.J. (2011). Effective Strategies for Teaching Science Vocabulary. Retrieved from
http://www.learnnc.org/lp/pages/7079
Rating Scale: Supergiant (4 Terrific)
Review: This site is a resource for science teachers of English language learners. It highlights ways for teaching students to "talk science" using vocabulary strategies that helps students to personalize the language and enhance their science vocabulary development. Many times, science vocabulary is taught in isolation and the definitions of the terms are left to memorization. Research shows that this is not a beneficial way of teaching vocabulary. Rather, teachers should incorporate science vocabulary into the context of a lesson. The author of this site, Carrier, explicitly states how simply allowing students time to talk and being explicit in directions, can make all the difference. She also includes ideas for teaching word parts, through word games and graphic organizers to enhance vocabulary instruction. This site is a great starting point for teachers of science who are needing to reach all learners, especially English language learners in their classroom. At the end of the site, Carrier explicitly states ideas which relate to sheltered instruction. These ideas are adaptable to all classroom content areas.
Author: Carrier, S.J.
Address: Carrier, S.J. (2011). Effective Strategies for Teaching Science Vocabulary. Retrieved from
http://www.learnnc.org/lp/pages/7079
Rating Scale: Supergiant (4 Terrific)
Review: This site is a resource for science teachers of English language learners. It highlights ways for teaching students to "talk science" using vocabulary strategies that helps students to personalize the language and enhance their science vocabulary development. Many times, science vocabulary is taught in isolation and the definitions of the terms are left to memorization. Research shows that this is not a beneficial way of teaching vocabulary. Rather, teachers should incorporate science vocabulary into the context of a lesson. The author of this site, Carrier, explicitly states how simply allowing students time to talk and being explicit in directions, can make all the difference. She also includes ideas for teaching word parts, through word games and graphic organizers to enhance vocabulary instruction. This site is a great starting point for teachers of science who are needing to reach all learners, especially English language learners in their classroom. At the end of the site, Carrier explicitly states ideas which relate to sheltered instruction. These ideas are adaptable to all classroom content areas.
Title: Seeds of Science and Roots of Reading: English Language Learners
Author: University of California Berkeley
Address: University of California Berkeley. (n.d.). Seeds of Science Roots of Reading, English Language Learners. Retrieved from http://www.scienceandliteracy.org/about/howisitdifferent/ell
Rating: Giant (3 Good)
Review: This site is research driven in providing an approach for making science content accessible for English language learners. Students who are classified as LEP struggle with making sense of academic vocabulary, especially that of science. The University of California Berkeley has designed a strategic approach that includes providing linguistic scaffolding, connecting to students linguistic resources, allowing additional practice and application time in the classroom, and teaching students to monitor their own comprehension. The site includes artifacts from classroom science units that show how teachers expand on vocabulary and make thinking visual for students. Located at the bottom of the page, one can find additional resources and further expansion on strategies. Though the ideas presented here are intended for the science classroom, they are easily adaptable to all content areas.
Author: University of California Berkeley
Address: University of California Berkeley. (n.d.). Seeds of Science Roots of Reading, English Language Learners. Retrieved from http://www.scienceandliteracy.org/about/howisitdifferent/ell
Rating: Giant (3 Good)
Review: This site is research driven in providing an approach for making science content accessible for English language learners. Students who are classified as LEP struggle with making sense of academic vocabulary, especially that of science. The University of California Berkeley has designed a strategic approach that includes providing linguistic scaffolding, connecting to students linguistic resources, allowing additional practice and application time in the classroom, and teaching students to monitor their own comprehension. The site includes artifacts from classroom science units that show how teachers expand on vocabulary and make thinking visual for students. Located at the bottom of the page, one can find additional resources and further expansion on strategies. Though the ideas presented here are intended for the science classroom, they are easily adaptable to all content areas.