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ERIC Number: EJ1016812
Record Type: Journal
Publication Date: 2013
Pages: 5
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: ISSN-0036-8555
Blending Language Learning with Science
Bergman, Daniel
Science Teacher, v80 n4 46-50 Apr-May 2013
Nearly 10% of American students are identified as "Limited English Proficient" (NCELA 2011). To serve this diverse population of English Language Learners (ELLs), teachers need proven instructional strategies. One prevalent approach is sheltered instruction, defined as "teaching content to English learners in strategic ways that make the subject matter concepts comprehensible while promoting the students' English language development" (Echevarria, Vogt, and Short 2008, p. 5). With sheltered instruction, ELL students can develop their language skills in a regular classroom setting while learning standard subject content along with everyone else. For example, in a science class using sheltered instruction, ELL students are interspersed with native English speakers and are expected to learn science content as well as hone their English language comprehension. This parallel path of learning does not occur automatically: teachers must plan and teach to promote both avenues of education. Yet adding language instruction to a science class does not necessarily require a massive overhaul in teaching methods, either. This article addresses how science inquiry and sheltered instruction strategies can work together.
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A