Next generation sheltered instruction to support multilingual learners in secondary science classrooms

Datos Bibliográficos

ID21392683
AutoresCory Buxton (0000-0001-7751-3611, Oregon State University Corvallis Oregon, autor de correspondencia), Linda Caswell (Abt Associates Cambridge Massachusetts)
Año2020
Volumen104
Número3
Páginas555-580
Fecha de publicación2020-05-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaScience Education (JOURNAL)
Identificadores de la revistaISSN: 0036-8326 • E-ISSN: 1098-237X
EditorialWiley (PUBLISHER • GB)
DOI10.1002/sce.21569
OpenAlexW3005284881
IdiomaEN
Citas recibidas20
Referencias citadas42

Using findings from a 4‐year research and development effort, we propose an updated model of sheltered instruction for science classrooms that leverages the opportunities provided by the Next Generation Science Standards (NGSS) to better support multilingual learners in middle and high school science. Using data from teacher implementation logs and interviews, we examine how secondary grades science teachers' participation in our professional learning framework and subsequent enactments of an initial set of project instructional practices led these teachers to articulate nuanced and strategic adaptations to the initial practices to better meet the needs of the multilingual learners in their classrooms. We found that teachers moved away from implementing sheltered instruction practices based on general principles or formal classifications, such as students' English language proficiency level, instead taking a more nuanced approach to adopting, adapting and rejecting practices based on perceived needs, assets, and personal knowledge about individual multilingual students in the specific disciplinary context of science. Based on this analysis, we conceptualize and refine what we now see as a new and exploratory set of Next Generation Sheltered Instruction practices for integrating science and language to support multilingual learners in secondary science classrooms in the age of the NGSS

Context (archaeology) · Discipline · Exploratory research · Language proficiency · Mathematics education · Next Generation Science Standards · Pedagogy · Professional development · Science education · Set (abstract data type) · Sociology · Computer Science · Educational Strategies and Epistemologies · Psychology · Science Education and Pedagogy · Second Language Learning and Teaching