Providing Access to the Discourse of Science for Elementary-Grade English Learners

• In Event: 29.032 - Micro-Analyses of STEM Teachers' Discursive Practice in Diverse Classrooms: Implications for Teacher Preparation

Abstract

In science, language is used in specialized ways to communicate about the natural world. The language of science is evident in the way scientists debate and discuss scientific concepts and in the ways they approach investigations and negotiate meaning by questioning and posing alternative solutions during scientific inquiry. For English learners (ELs), not knowing the discourse of science can have critical consequences, as lack of proficiency of this discourse can limit their participation in and subsequently learning from science activities. This paper identifies science discourse practices captured in classroom observations of preservice teachers teaching science and utilizes the theory of Systemic Functional Linguistics to analyze how the language of science was made accessible and available to ELs. A total of 75 preservice teachers participated in a research study where they received support in teaching the discourse of science during their student teaching experience. Their science methods course instructors provided examples of the unique way scientists use language such as using precise language to describe scientific processes. For example, illustrating that the terms observe and see while similar, the term observe involves more than the sense of sight, but includes making sense of science phenomenon with all the senses and doing this carefully and over a prolonged period of time. Such examples were carried into the field and pre-service teachers taught science with an emphasis to demystify the language of science.
The Master teachers where these teacher candidates were placed for their clinical experience were also provided with professional development to assist them to in understanding the discourse of science, with the goal that they would better support the pre-service teachers in implementing science instruction that took language into account. This on-going support for the Master teachers took place over a two-day period with three on-going sessions during the academic hear.
Classroom observations of pre-service teachers yielded several examples where language mini-lessons embedded in larger science lessons, were a part of the the pre-service teachers’ instructional plan. Pre and post interviews as well as lesson plans were collected for each pre-service teacher during each classroom observation, coupled with fieldnotes and observation scores regarding the level of language implementation into their science instruction. These data were analyzed qualitatively to locate themes of practice where language was a part of the instructional plan. While word-level examples were the most prevalent, illustrations of modes of writing in science as well as approaches to supporting oral discussions with relevant and varied evidence, was also captured. These results suggest the potential for infusing science instruction with language “mini-lessons” that can give ELs the voice to fully participate in their science learning.

Authors

• Marco A. Bravo, Santa Clara University

• Eduardo Mosqueda, University of California - Santa Cruz