Teaching Science to English Learners synthesizes important common themes and highlights the unique features, findings, and lessons learned from four systematic, ongoing research and professional learning projects for supporting English learners in science. Each project, based in a different region of the U.S. and focused on different age ranges and/or target populations, actively grapples with the linguistic implications of the three-dimensional learning required by the Framework for K-12 Science Education and the Next Generation Science Standards. Each chapter provides research-based recommendations for improving the teaching of science to English learners and includes discussion questions and suggestions for activities to put ideas from the chapter into practice in classrooms. Offering insights into teacher professional learning as well as strategies for measuring and monitoring how well English learners are learning science and language, this book tells a compelling and inclusive story of the challenges and the opportunities of teaching science to English learners.
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xi | |
| Acknowledgments |
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1 Introduction -- Teaching Science to Emergent Bilingual Learners: Research and Practice at the Intersection of Science and Language Learning |
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1 | (12) |
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PART I P-SELL: PROMOTING SCIENCE AMONG ENGLISH LANGUAGE LEARNERS |
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13 | (54) |
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2 Promoting Science among English Language Learners (P--SELL) Model: Curricular and Professional Development Intervention in Elementary Science Instruction with a Focus on English Language Learners |
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15 | (16) |
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3 Measures and Outcomes for Students and Teachers in the Promoting Science among English Language Learners (P--SELL) Project |
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31 | (21) |
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4 Challenges in Implementing and Evaluating a Large--Scale Science Intervention: The Case of the Promoting Science among English Language Learners (P--SELL) Project |
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52 | (15) |
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Christopher D. Van Booven |
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PART II LISELL-B: LANGUAGE-RICH INQUIRY SCIENCE WITH ENGLISH LANGUAGE LEARNERS THROUGH BIOTECHNOLOGY |
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67 | (72) |
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5 Reassembling Science Teacher Educator Professional Learning in the LISELL--B Project |
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69 | (24) |
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6 Using Teacher Logs to Study Project Enactment and Support Professional Learning in the LISELL--B project |
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93 | (26) |
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7 The Value of Theory and Practice in the Context of the LISELL--B Project: Examples of Plug--ins |
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119 | (20) |
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PART III ESTELL: EFFECTIVE SCIENCE TEACHING FOR ENGLISH LANGUAGE LEARNERS |
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139 | (70) |
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8 Promoting English Language Learner Pedagogy in Science with Elementary School Teachers: The ESTELL Model of Pre--Service Teacher Education |
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141 | (15) |
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9 Capturing Pre--Service Teachers' Enactment of Amplified Science Instruction for English Language Learners |
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156 | (24) |
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10 Capitalizing on the Synergistic Possibilities between Language, Culture, and Science |
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180 | (29) |
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209 | (34) |
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11 Crosscutting Findings and Recommendations for Research and Practice in Teaching Science with Emergent Bilingual Learners |
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211 | (32) |
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Yainitza Hernandez Rodriguez |
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| Contributors |
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243 | (1) |
| Index |
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244 | |
Cory A. Buxton is Athletic Association Professor of Education, Department of Educational Theory and Practice, University of Georgia, USA.
Martha Allexsaht-Snider is Associate Professor, Department of Educational Theory and Practice, University of Georgia, USA.
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