ERIC Number: EJ1012560
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 22
Integrating Science and English Proficiency for English Language Learners
Lee, Okhee; Buxton, Cory A.
Theory Into Practice, v52 n1 p36-42 2013
Despite the expectation that all students should achieve high academic standards, content area instruction and English for speakers of other languages instruction for English language learners (ELLs) have traditionally been conceptualized as separate domains, resulting in educational inequities for ELLs. This is because effective instruction to promote academic achievement for ELLs requires integration of content and language. Such inequities are more pronounced in urban schools where ELLs are disproportionately represented. In science education, research on instructional interventions to simultaneously promote science and English proficiency of ELLs has begun to emerge in recent years. Grounded in this emerging research literature, we offer specific instructional strategies to integrate science and English proficiency for ELLs in five domains: (a) literacy strategies with all students, (b) language support strategies with ELLs, (c) discourse strategies with ELLs, (d) home language support, and (e) home culture connections.
Descriptors: Language Proficiency, English Language Learners, Integrated Curriculum, Science Curriculum, Science Education, Instructional Innovation, Educational Strategies, Literacy, Theory Practice Relationship, Unified Studies Curriculum, Culturally Relevant Education, Language Skills, Skill Development
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Publication Type: Reports - Descriptive; Journal Articles
Education Level: Elementary Secondary Education
Authoring Institution: N/A