ERIC Number: EJ1084267
Record Type: Journal
Publication Date: 2015-Dec
Abstractor: As Provided
Using Inquiry to Break the Language Barrier in Chemistry Classrooms
Adams, Andrew; Jessup, Weston; Criswell, Brett A.; Weaver-High, Consuelo; Rushton, Gregory T.
Journal of Chemical Education, v92 n12 p2062-2066 Dec 2015
A guided inquiry lesson intended to support the linguistic and conceptual development of English language learners (ELLs) in a small, cotaught, high-needs secondary setting is presented. Collaborative groupings based on language and content ability coupled with an emphasis on student-student discourse and a hands-on investigation appeared to contribute to the positive outcomes that were observed on a written assessment. The phenomenon of code switching, where students spoke in their native tongue at times of apparent high cognitive demand, was observed. Implications of the approach used in this lesson for teaching chemistry in culturally diverse settings are discussed.
Descriptors: Chemistry, Code Switching (Language), Cultural Pluralism, English Language Learners, English (Second Language), Second Language Learning, Science Instruction, Cooperative Learning, Inquiry, Native Language, Introductory Courses, Teaching Methods, High School Students, Scientific Concepts
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: email@example.com; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education; High Schools
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DUE0733830