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ERIC Number: ED566950
Record Type: Non-Journal
Publication Date: 2013-Nov
Pages: 4
Abstractor: As Provided
Reference Count: 3
ISBN: N/A
ISSN: N/A
Talk Like a Scientist! Simple "Frames" to Scaffold the Language of Science
Hoffman, Lisa
Online Submission
This article shares a teaching strategy for science teachers to use when supporting language development among English language learners. Students from other language backgrounds who are learning English need to learn both grade-level academic content and the language necessary to express scientific concepts. However, most science teachers are not trained in strategies to support English language development. This article is designed to be used by teachers and professional development providers to demonstrate one way that language development can be embedded into a science class. Scaffolding language structures through "sentence frames" involves modeling appropriate use of common English sentence structures through the four language domains of speaking, listening, reading, and writing. The article provides examples of science-related sentence frames and step-by-step directions for their use during a science lesson. Modeling sentence frames is an effective way to demonstrate appropriate English sentence construction in a context-embedded setting without requiring explicit discussion of grammar or grammatical rules. No specialized language training is required to use this strategy successfully, and it may also be used just as easily by teachers in disciplines other than science. Students from intermediate elementary grades through high school and adult education can all benefit from this strategy. Sentences frames can also be helpful for teachers to use with native speakers of other English dialects who are not classified as English language learners. [This document was originally published in Georgia Science Teachers Association eObservations Newsletter November 2013.]
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A