NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ758632
Record Type: Journal
Publication Date: 2006-Feb
Pages: 6
Abstractor: ERIC
Reference Count: 4
ISSN: ISSN-0036-8555
Enabling All Students to Learn Science
Johnson, Carla C.
Science Teacher, v73 n2 p32-37 Feb 2006
Communicating with students in today's high school science classroom is challenging for teachers because the majority of them speak only English. Many of their students, however, do not speak English as their primary language. This creates an instructional barrier across the content areas, and especially in science where much of the learning is abstract and hard to grasp for those who do not speak the language of instruction well. In this article, the author shares that using portfolios has helped her overcome the challenge of preparing preservice teachers of secondary science in the state of Utah in 2004. In many school districts throughout Utah the percentage of English language learner Latino students is around 40 percent of the total population. In this article, the author cites the benefits of using portfolios for instruction. She also provides ideas on how to use portfolios in instruction. (Contains 2 figures.)
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Utah