NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ921127
Record Type: Journal
Publication Date: 2011-Mar
Pages: 4
Abstractor: ERIC
Reference Count: 7
ISSN: ISSN-0036-8148
Overcoming Difficulties
Arreguin-Anderson, Maria Guadalupe; Esquierdo, Jennifer Joy
Science and Children, v48 n7 p68-71 Mar 2011
Learning science for bilingual students involves much more than mastering concepts and science process skills. Although classroom investigations and hands-on activities promote comprehension, bilingual learners still experience specific language difficulties related to unfamiliar discourse structures and grammatical forms that must be used while speaking, reading, writing, and listening to science content. To overcome such difficulties, science teachers can infuse their lessons with opportunities to practice academic language. In this article, the authors propose that such opportunities can be embedded in daily instruction with cooperative learning in dyads, or pairs. The following cooperative dyad strategies (including "Think-Pair-Share"), described within the context of a second-grade lesson on leaves, can help teachers plan science instruction that adequately supports academic and linguistic development in their elementary science classrooms. (Contains 2 figures, 4 print resources, and 1 online resource.)
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: Elementary Education; Grade 2
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A