Providing Opportunities to Learn: Analysis of Group and Student-Teacher Interactions Among Select Long-Term English Language Learners in a Ninth-Grade Specially Designed Academic Instruction in English (SDAIE) Earth Science Classroom

• In Event: Poster Session 8
  In Poster Session: Research in Bilingual Education

Abstract

Research on English Language Learners (ELLs) has focused on improving academic language, literacy development and assessment (August & Shanahan, 2006), and instructional approaches (Dolson & Burnham-Massey, 2010). However, less is known about addressing the linguistic and academic demands of Long-Term English Language Learners (LTELLs). This qualitative case study investigated how a 9th grade Specially Designed Academic Instruction in English (SDAIE) Earth Science teacher provided LTELLs opportunities to learn scientific language practices, and how they took up her instruction. It highlights the challenges LTELLs face in science classrooms at the case study level, underscoring implications for improving the language and academic supports provided to them in secondary-level SDAIE classrooms.

Author

• Jomeline Balatayo, University of California - Santa Barbara