ERIC Number: EJ1028565
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 41
Attending to the Language and Literacy Needs of English Learners in Science
Bravo, Marco A.; Cervetti, Gina N.
Equity & Excellence in Education, v47 n2 p230-245 2014
This article presents the results of a study testing the efficacy of an instructional model that attends to the science, literacy, and language learning needs of English Learners (ELs) through a curriculum development project. The model is based on the premise that reading, writing, and discourse are better served when these important language processes are regarded as a means to rich subject matter learning. The quasi-experimental study included fourth and fifth grade ELs who experienced a science curriculum in one of two conditions: (a) science, literacy, and language integrated curriculum; or (b) a content-comparable curriculum where the focus was "hands-on" science. ELs in the treatment condition outperformed ELs in the comparison group in science understanding and science vocabulary, but no statistically significant differences were found with science reading.
Descriptors: Science Education, English (Second Language), Second Language Learning, Scientific Literacy, Hands on Science, English Language Learners, Elementary School Students, Quasiexperimental Design, Instructional Effectiveness, Vocabulary, Curriculum Development, Integrated Curriculum, Language Processing, Student Needs, Pretests Posttests
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Grade 5
Authoring Institution: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/81851