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ERIC Number: EJ1204816
Record Type: Journal
Publication Date: 2019-Mar
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0036-8326
Science and Language Integration with English Learners: A Conceptual Framework Guiding Instructional Materials Development
Lee, Okhee; Llosa, Lorena; Grapin, Scott; Haas, Alison; Goggins, Marcelle
Science Education, v103 n2 p317-337 Mar 2019
The purpose of this study is to present a conceptual framework that integrates science and language learning for all students, including English learners (ELs). This framework is grounded in the mutually supportive nature of science instructional shifts, spurred by "A Framework for K-12 Science Education" (National Research Council, 2012. A framework for K-12 science education: Practices, crosscutting concepts, and core ideas) and the Next Generation Science Standards (NGSS), and language instructional shifts, informed by contemporary thinking in second language acquisition. First, we describe the conceptual framework that consists of our perspective and design principles. Then, we describe one approach for using the conceptual framework to develop NGSS-aligned instructional materials that promote science and language learning with elementary students, including ELs. Finally, we offer implications for future research for our own design research specifically and for the field more broadly. The conceptual framework highlights how substantive collaboration between content areas, such as science, and the field of EL education can help ensure that all students, and ELs in particular, are supported in meeting rigorous content standards while developing proficiency in English.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL1503330