Integrating Science And English Proficiency For English Language Learners

Dados Bibliográficos

ID4255100
AutoresOkhwa Lee (0000-0003-3551-1583, New York University), Okhee Lee, Cory Buxton (0000-0001-7751-3611), Cory A Buxton
Ano2013
Volume52
Fascículo1
Páginas36-42
Data de publicação2013-01-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoTheory Into Practice (JOURNAL)
Identificadores do periódicoISSN: 0040-5841 • E-ISSN: 1527-2532
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/07351690.2013.743772
OpenAlexW2142294478
IdiomaEN
Citações recebidas23
Referências citadas9

Despite the expectation that all students should achieve high academic standards, content area instruction and English for speakers of other languages instruction for English language learners (ELLs) have traditionally been conceptualized as separate domains, resulting in educational inequities for ELLs. This is because effective instruction to promote academic achievement for ELLs requires integration of content and language. Such inequities are more pronounced in urban schools where ELLs are disproportionately represented. In science education, research on instructional interventions to simultaneously promote science and English proficiency of ELLs has begun to emerge in recent years. Grounded in this emerging research literature, we offer specific instructional strategies to integrate science and English proficiency for ELLs in five domains: (a) literacy strategies with all students, (b) language support strategies with ELLs, (c) discourse strategies with ELLs, (d) home language support, and (e) home culture connections

Comprehension approach · Ell · English language · English-language learner · Language education · Language proficiency · Literacy · Mathematics education · Pedagogy · Psychological intervention · Sheltered instruction · Sociology · Teaching method · Vocabulary development · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching