Effective Strategies for English Language Learners in Science

1. Effective Strategies for English Language Learners in Science Melinda Moya Edu 7201T Fall 2011

2. Table of Contents • Statement of the Problem……..Slide 3 • Pros and Cons …………………Slide 4 • Literature Review………………Slide 5 -7 • Hypothesis……………………….Slide 8 • Methods ………………………….Slide 9 • Participants • Instruments • References…………………………Slide 10 - 12 • Appendices A……………………….Slide 13

3. Statement of the Problem Today’s curriculum seeks to differentiate instruction for all learners. Differentiation for English Language Learners or ELL’s has proven to be a challenge for many teachers. The teacher is constantly faced with the question on how to develop language skills for ELL’s. The issue that has arisen through years of testing ELL’s is that on the surface it may seem that ELL’s are communicating with teachers and peers in the new language, but the struggles seem to be within the content or academic language that is needed to excel in today’s educational system. One major struggle for ELL’s is in the content area of Science. Within the fourth and Eighth grades students are expected to gain a passing score in the state exam. In the recent past this has been a major concern for individuals educating ELL’s since success in these exams are abysmal.

4. Pros and Cons

5. Review of Related Literature Inquiry-based instruction Inquiry-based instruction supports language acquisition as well as knowledge in the scientific concept being taught. (Lee 2005) Scientific inquiry instruction should allow students to investigate, observe, analyze, and question current studies, which will develop a deeper understanding of the concept. (Smith, Desimone, Zeidner, Dunn, Bhatt, & Rumyanteseva, 2007). Socio-cultural connection Norms in educating ELL’s differ than in the mainstream. Inclusion of the socio-cultural aspects into the curriculum will lead to “impact scientific literacy development.”

6. Review of Related Literature Cont… Language connection • Current practices in Science fail to incorporate the ELL’shomelanguageas a form for achievement.(Goldenberg, 2008) • Teachers must become familiar with the three- tier model of vocabulary development. (Sibold, 2011). Technology connection • Technology will not only develop basic literary skills but develop skills needed to function in today’s modern world. Such technology includes blogging, wiki spaces, podcasts and language enrichment programs. (Chantel (2002), Colombo (2007), Hoffman et (2002), Shapley, Sheehan, Maloney, & Carnikas-Walker (2011), and Zha, Kelly, Park & Fitgerald (2006)

7. Review of Related Literature Cont… • Assessing understanding Assessments available for ELLs today do not support their home language Assessments fail to assess what the student knows in the home language. (Lee, 2005; Murphy, 2009; Shaw, Bunch, & Geaney, 2010; Stoddart, Pinal, Latzke, & Canaday 2002)

8. Research Hypothesis Integrating inquiry based learning through technology to ten eighth graders at JHS XX for 45 minute three times a week, for a period of six weeks students will increase vocabulary and comprehension skills as measured by state reference and teacher created test.

9. Method • Participants • Participants will be ten eighth grade students from JHS xx in Staten Island N.Y. All ten students are from low socio-economic group and are predominately Hispanic. Instruments Home language assessments, questionnaire for students, computer based programming, and inquiry based lessons. Intervention will take the place of computer based programs that build language skills. Two assessments will be given to the students. • One will be a teacher made assessment in the students home language will be given at the beginning of the intervention. Assessment will be given again at the end of the unit. In addition students will be given a mock up of the science state exam and evaluate or compare it with the score they receive at the end of the year.

10. References • Carlone, H. B., Haun-Frank, J., Webb, A. (2010). Assessing Equity Beyond Knowledge- and Skills-Based Outcomes: A Comparative Ethnography of Two Fourth-Grade Reform-Based Science Classrooms. Journal of Research in Science Teaching. Volume 48(5), 459-485. •  Colombo, M.W., Colombo, P.D., (2007). Blogging to Improve Instruction in Differentiated Science Classrooms. Phi Delta Kappan. Retrieved from the JSTOR database. • Gibbons, B.A., (2003). Supporting Elementary Science Education for English Learners: A Constructivist Evaluation Instrument. The Journal of Educational Research. Volume 96(6), 371-380. • Janzen, J., (2004). Teaching English Language Learners in the Content Areas. Retrieved from ERIC database.

11. Lee, O., Buxton, C., Lewis, S., LeRoy, K., (2005). Science Inquiry and Student Diversity: Enhanced Abilities and Continuing Difficulties After an Instructional Intervention. Journal of Research in Science Teaching. Volume 43(7), 607-636. • Lee, O., Fradd, S.H., (1998). Science for All, Including Students From Non-English-Language Backgrounds.Review of Educational Research. Volume 27(4), 12-21. • Lee, O., (2005). Science Education with English Language Learners: Synthesis and Research Agenda. Review of Educational Research. Volume 75(4), 491-530.

12. Murphy, A.F., (2009). Tracking the Progress of English Language Learners. Phi Delta Kappan. Retrieved from JSTOR database. • Niss, M. L. (2005). Preparing Teachers to Teach Science and Mathematics with Technology: Developing a Technology Pedagogical Content Knowledge.Teaching and Teacher Education. Volume 21, 509-523. • Pluta, W.J., Chinn, C. A., Duncan, R.G. (2010). Learners’ Epistemic Criteria for Good Scientific Models. Journal of Research in Science Teaching. Volume 48(5), 486-511.

13. Appendices