ESOL in Science Class

Background*Wide achievement gap between ELs and native speakers in science*No scaffolding of instruction in science*Need academic language instruction in science*ELs under-represented in STEM careers

ESOL in Science Class

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*Students in classes with EL adaptations did better on posttests in science understanding and science vocabularyOther studies:*Latino and Haitian Creole ELs experienced greater growth in inquiry skills than their native English-speaking peers*ELs taught by teachers who attended professional development outperformed ELs in other classrooms

Bravo, M. A., & Cervetti, G. N. (2014). Attending to the Language and Literacy Needs of English Learners in Science. Equity & Excellence in Education, 47(2), 230-245.

Citation

Results

28% of ELs scored at or above basic level of science compared to71% of native speakers

Facts

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*4th and 5th grade teachers with at least 25% ELs and their students*Attention to reading, writing, vocabulary, and discourse with specific teacher’s guide with EL support*Students given chance to listen, given models, and practice with scaffolding*Curriculum included modes to leverage students’ languages and cultures

Study

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Advice

*Interactions with manipulatives*Authentic experiences*Visual representations (world maps, concept maps)*Supplementary materials (books, maps, illustrations)*Explicitly teach science vocabulary*Professional Development for teachers *Incorporate students’ language and culture into learning scienceResultsLatino and Haitian Creole ELs experienced greater growth in inquiry skills than their native English-speaking peersELs taught by teachers who attended professional development outperformed ELs in other classrooms