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ERIC Number: EJ1073958
Record Type: Journal
Publication Date: 2015
Pages: 49
Abstractor: As Provided
ISSN: ISSN-0305-7267
Negotiation, Embeddedness, and Non-Threatening Learning Environments as Themes of Science and Language Convergence for English Language Learners
Ardasheva, Yuliya; Norton-Meier, Lori; Hand, Brian
Studies in Science Education, v51 n2 p201-249 2015
In this review, we explore the notion of teaching science to English language learners (ELLs) as a balancing act between simultaneously focusing on language and content development, on the one hand, and between structuring instruction and focusing on student learning processes, on the other hand. This exploration is conducted through the lens of a theoretical framework embedded in the "Science Writing Heuristic" approach, an approach exemplifying immersive orientation to argument-based inquiry. Three learning processes (learning through the language of science, learning about the language of science and living the language of science) and three classroom structures (collective zone of proximal development, symmetric power and trust relationships and teacher as decision-maker) are explored in relation to learning theories and empirical findings from second language acquisition and science, multicultural and teacher education bodies of work. Three themes-- negotiation, embeddedness and non-threatening learning environments--to inform ELL science education emerged from the review.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A