Precision: Toward a meaning-centered view of language use with English learners in the content areas

Grapin, Scott E.; Llosa, Lorena; Haas, Alison; Goggins, Marcelle; Lee, Okhee

doi:10.1016/j.linged.2019.03.004

Cited by 25 publications

(23 citation statements)

References 33 publications

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“…As students and teachers move between the various types of language present in a science lesson, which may include everyday language, scientific terminology, and technical explanations, they need opportunities to negotiate between these various languages (Grapin et al, 2019;Francis & Stephens, 2018). Reconciliation between the different discourses occurring when teaching and learning science requires "negotiation as a means to construct understanding" (Hand et al, 2016, p. 849).…”

Section: Negotiationmentioning

confidence: 99%

“…When language instruction is embedded in science instruction, students have opportunities to practice language skills as they carry out science learning, improving in both areas (Lee et al, 2013). Work in this area (Ardasheva & Tretter, 2017;Grapin et al, 2019;Puzio et al, 2016) shows that employing implicit science vocabulary instruction allows ELs opportunities to define academic terms in their own words and based upon their developing understandings. Embedded language strategies provide instruction in science vocabulary and engagement in scientific discourse by simultaneously supporting science content learning and developing academic discourse skills needed for comprehending, participating, and achieving in science (Llosa et al, 2016).…”

Section: Embedded Languagementioning

confidence: 99%

“…Embedding language instruction means providing students with opportunities to read, write, and use oral language while engaging in science (MacDonald et al, 2017). For example, ELs need opportunities to define academic terms in their own words and languages, based upon their emerging understandings (Grapin et al, 2019). Providing ELs the opportunity to practice language skills as they carry out science learning is an effective way to support improvement in both areas (Lee & Stephens, 2020).…”

Section: Similarities In Fostering Opportunitiesmentioning

confidence: 99%

“…Embedded in these authentic experiences of science is the language of science. Research (Grapin et al, 2019;Hand et al, 2018) has shown that the language elements of science are essential to carrying out scientific inquiry. Authentic science experiences in elementary classrooms improve students' learning of science as they engage with science content and practice using language (Hand et al, 2018) and high-quality integration of language and science instruction can result in student gains in science understanding, vocabulary, and writing (Ardasheva & Tretter, 2017;Chen et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Lee et al (2013) stress that teachers should strive to "encourage and support language use in the service of making sense of science" (p. 231); focusing on language in science will support science learning (Lee & Stephens, 2020). When teachers communicate to their students explicitly what the language of science entails and how it is used, students may be better able to both understand and use the language of science (Grapin et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Supporting Science Learning For English Language Learners

Morrison

Ardasheva

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et al. 2020

JERAP

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This study focused on two fourth-grade science classrooms with English learners (ELs), exploring how teachers supported students’ science and language/literacy learning in different language contexts. Three a priori research-based practices recommended for supporting science learning framed our exploration: (a) negotiation, opportunities for individual and social construction and critique of knowledge; (b) embedded language, opportunities for language and literacy learning as a natural aspect of science; and (c) non-threatening learning environments, opportunities for social apprenticeship and interaction. We provide insights into how science instructional practices supported ELs’ science and language learning. One key implication is that enacting these three principles of practice in students’ first language (Spanish), when less linguistic scaffolding is required, creates more opportunities to focus on disciplinary content and exploration of students’ ideas. The second key implication is that using open-ended questions and extending prompts and questions through exploration-based lessons was an effective way to support and guide ELs (and all students) to rich understandings of key concepts. A third key implication is that although teachers delivered instruction in two different languages, when they enacted these principles, they fostered student engagement and interest in science. Effective implementation of these practices outweighed the language of delivery.

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Section: Negotiationmentioning

confidence: 99%

Section: Embedded Languagementioning

confidence: 99%

Section: Similarities In Fostering Opportunitiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Supporting Science Learning For English Language Learners

Morrison

Ardasheva

Newcomer

et al. 2020

JERAP

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Science education with multilingual learners: Equity as access and equity as transformation

et al. 2023

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Research in science education with multilingual learners (MLs) has expanded rapidly. This rapid expansion can be situated within a larger dialogue about what it means to provide minoritized students with an equitable education. Whereas some conceptions of equity focus on ensuring all students have access to the knowledge, practices, and language normatively valued in K‐12 schools (equity as access), increasingly prominent conceptions focus on transforming those knowledge, practices, and language in ways that center minoritized students and their communities (equity as transformation). In this article, we argue that conceptions of equity provide a useful lens for understanding emerging research in science education with MLs and for charting a research agenda. We begin by tracing how conceptions of equity have evolved in parallel across STEM and multilingual education. Then, we provide an overview of recent developments from demographic, theoretical, and policy perspectives. In the context of these developments, we provide a conceptual synthesis of emerging research by our team of early‐career scholars in three areas: (a) learning, (b) assessment, and (c) teacher education. Within each area, we unpack the research efforts in terms of how they attend to equity as access while pushing toward equity as transformation. Finally, we propose a research agenda for science education with MLs that builds on and extends these efforts. We close by offering recommendations for making this research agenda coherent and impactful: (a) being explicit about our conceptions of equity, (b) paying attention to the interplay of structure and agency, and (c) promoting interdisciplinary collaboration.

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Teacher professional development programs integrating science and language with multilingual learners: A conceptual framework

2023

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As the vision in A Framework for K‐12 Science Education and the Next Generation Science Standards (NGSS) takes hold in schools and classrooms, there is an urgent need for teacher professional development (PD) programs that align with NGSS‐designed curriculum materials and address the unique strengths and needs of diverse student groups, including multilingual learners (MLs). The purpose of this article is to propose our conceptual framework for PD programs that aligns with current reform efforts and is grounded in the mutually supportive nature of contemporary science and language instructional shifts. Specifically, we examine our previous NGSS‐designed curriculum development project with MLs and review the literature in science education and language education with MLs. Our conceptual framework for PD programs is grounded in the perspective of symmetry that teacher professional learning experiences should be symmetrical to the learning experiences we organize for students. Grounded in this perspective, our conceptual framework consists of three design principles that describe how PD programs can guide teachers to (a) develop an asset‐oriented view of MLs and instructional practices for recognizing and leveraging their assets, (b) integrate science and language in mutually supportive ways with MLs, and (c) develop more sophisticated instructional practices for integrating science and language with MLs over time. We describe contributions of our conceptual framework, which could generate a new research agenda and inform PD programs aimed at facilitating uptake of NGSS‐designed curriculum materials in linguistically diverse science classrooms.

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Precision: Toward a meaning-centered view of language use with English learners in the content areas

Cited by 25 publications

References 33 publications

Supporting Science Learning For English Language Learners

Supporting Science Learning For English Language Learners

Science education with multilingual learners: Equity as access and equity as transformation

Teacher professional development programs integrating science and language with multilingual learners: A conceptual framework

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