Teaching Science to English Language Learners

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

“…Major research programs led by Brown (e.g., Brown, 2021; Brown et al, 2019; Lemmi et al, 2021) and Lee (e.g., Lee, 2018, 2019; Lee & Stephens, 2020; Lee et al, 2013) have elevated the status of everyday languaging practices and multimodality in science learning, particularly in classrooms designed for the vision of the NGSS. Moreover, research rooted in translanguaging theory has invited students to deploy their full linguistic and semiotic repertoire in the service of science learning (e.g., Infante & Licona, 2018; Karlsson et al, 2019; Oliveira et al, 2019; Poza, 2018; Probyn, 2015). Still other research programs have focused on uncovering and amplifying students' heterogeneous sense‐making practices (e.g., Bang et al, 2018; Hudicourt‐Barnes, 2003; Warren et al, 2020), especially in informal science learning settings that are not bound by restrictive curriculum and assessment mandates associated with formal schooling (e.g., Ash, 2004; Calabrese Barton, Greenberg, Kim, et al, 2021; Harper, 2017; Kayumova & Tippins, 2021; Suárez, 2020; Tan & Faircloth, 2016).…”

Navigating the interlanguage space: Chinese international students’ perceptions of a virtual chemistry laboratory course

“…Linguistic theorists might label this a shift not just towards pragmatics, but also semantics, i.e., the deeper meaning that language represents. In the context of STEM education, this means that language is used not just to convey the meaning of individual words, but a deeper set of values and beliefs that serve as the foundation of scientific thought and reasoning (de Araujo et al, 2018;Oliveira et al, 2019;Smith-Keiling and Hyun, 2019). For example, a 9th grade science teacher's instruction on rock cycle focused more on defining classification terms such as ''igneous,'' and ''metamorphic'' than explicitly providing opportunities to use the linguistic resources to express the science processes using their own semantic conceptions (Bruna et al, 2007).…”

“…One clear best practice to emerge from these intersecting lines of inquiry is the implementation of hands-on learning activities, often formal or informal labs, which have had demonstrable success in improving science learning among ELLs in K-12 settings. As Oliveira et al (2019), succinctly summarize:…”

“…There are only a handful of extant studies that focus specifically on how ELLs learn in university laboratory settings, however, they are suggestive that there may be similar benefits, with the addition of opportunities to learn from the instructor as a role model of (presumably) a practicing scientist and scientific researcher. At the same time, there is evidence that simply introducing hands-on activities in and of themselves is insufficient to reach the higher order thinking outcomes that are especially valued in the higher education context (Lee and Buxton, 2013;Oliveira et al, 2019;Lee et al, 2019b); and that intentional design is needed to maximize the benefits across the spectrum of ELLs (Freeman and Kochan 2012).…”

Can Pupils Retell Concepts in English? An Analysis of How to Use EMI in Science Class

“…Meanwhile, pupils need access to a learning environment that includes mixing languages to develop their understanding of science. Oliveira et al (2019) also revealed that the use of English in daily life is more effective in increasing concepts of understanding than in the use of textbooks about photosynthesis. These conditions provide space for pupils to discuss so that they have the opportunity to International Journal of Instruction, October 2021 • Vol.14, No.4 express a developed understanding of science concepts and provide opportunities to use the new scientific terms.…”