Next generation sheltered instruction to support multilingual learners in secondary science classrooms
Bibliographic Data
| ID | 21392683 |
|---|---|
| Authors | Cory Buxton (0000-0001-7751-3611, Oregon State University Corvallis Oregon, corresponding author), Linda Caswell (Abt Associates Cambridge Massachusetts) |
| Year | 2020 |
| Volume | 104 |
| Issue | 3 |
| Pages | 555-580 |
| Publication date | 2020-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21569 |
| OpenAlex | W3005284881 |
| Language | EN |
| Citations received | 20 |
| References cited | 42 |
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
Learning to Engage Multilingual Learners in Opportunities for Rich Language
Science Teachers’ Pedagogical Scientific Language Knowledge—A Systematic Review
Supporting Multilingual Learners Through Translanguaging Pedagogy in U.S. K–12 STEM Classrooms
Enhancing multilingual participation in science practices through language scaffolding
Translanguaging in elementary science
Examining how multilingual learners engaged in a digital science modeling assessment through translanguaging
Affordances of engineering with English learners
Reframing formative assessment for emergent bilinguals
The effects of modeling‐based pedagogy on conceptual understanding, scientific reasoning skills, and attitudes towards science of English learners
English language proficiency standards aligned with content standards
Examining preservice science teachers' implementation of language‐ and literacy‐integrated science through a cultural historical activity theory lens
Teacher professional development programs integrating science and language with multilingual learners
Integrating Content and Language Instruction for Multilingual Learners
Asset‐oriented framing of science and language learning with multilingual learners
How equally do teachers distribute their attention across students classified as English learners (ELs) and their non-EL peers in science classrooms? A frequency analysis of monolingual and bilingual teachers’ interactions with different student grouping configurations
Multicultural/multilingual preparation and professional outcomes
Newcomer Emergent Bilingual Students’ Meaning-Making in Urban Biology Classrooms
It's Just a Hot Mess
When a monolingual science teacher and multilingual girls engage in science sensemaking through translanguaging
TRANSforming language use in science education through trans and queer studies
Developing a learning progression for scientific modeling
Pedagogical Language Knowledge
Bics and Calp
Generating Knowledge of Academic Language Among Urban Middle School Students
Translanguaging and Education
A Primer on Effective Professional Development
Linguistic Interdependence and the Educational Development of Bilingual Children
The input hypothesis
Making Sense of Learners Making Sense of Written Language
Critical SFL Praxis With Bilingual Youth
When Good Intentions and Reality Meet
A New Academic Word List
The Calla Handbook
Articulating communities
The development of scientific reasoning in knowledge-rich contexts
English Language Proficiency Standards Aligned With Content Standards
Common Core State Standards for ELA/Literacy and Next Generation Science Standards
Professional Development and Teacher Learning
Using the Sociology of Associations to Rethink STEM Education
Opening Up the Black Box
Science and Language for English Language Learners in Relation to Next Generation Science Standards and with Implications for Common Core State Standards for English Language Arts and Mathematics
Undoing Appropriateness
Preparing Linguistically Responsive Teachers
Qualitative Content Analysis
Demonstrating Rigor Using Thematic Analysis
| Unique citing works | 20 |
|---|---|
| Citations per year | 4 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 20 |