Science Inquiry-Centered Argumentation Model (ScICAM) for Young English Language Learners

• In Event: English Learners in Science and Math Classrooms: Curriculum, Language Practices, and Learner Perceptions

Abstract

This pilot study served as a preliminary investigation of the promise of positive outcomes on K-2 English language learner (ELL) students’ outcomes in literacy, science, and social behavior after two months of implementation of Science Inquiry Centered Argumentation Model (ScICAM; Authors, 2008)—a systematic teaching approach that integrates literacy instruction in the context of active, inquiry-based science learning. The sample included: 17 elementary teachers and 31 ELL Grade K-2 students. Results indicated that teacher practices (proximal outcomes) aligned well with the ScICAM approach and resulted in increases in ELL student learning (distal outcomes). Results highlight the merit of pursuing a larger, longer term project collaborating with teachers on developing and implementing the ScICAM professional development.

Authors

• Lori Ann Norton-Meier, University of Louisville

• Yuliya Ardasheva, Washington State University - Tri-Cities

• Thomas R. Tretter, University of Louisville

• Sherri L. Brown, University of Louisville