Integrating Model-Based Inquiry With a Functional Language Perspective to Teach Science to English Language Learners

• In Event: Strategies for Implementing Equitable Science Education for Linguistically Diverse Learners

Abstract

An integrated model-based inquiry approach with a functional perspective to languge use for sense-making offers English language learners instruction that provides them with academic and linguistic opportunities to engage in modeling as a process of inquiry to represent natural phenomena. Oral and written explanations and/or arguments are constructed by ELLs to evaluate their model constructions and correspondence to scientific phenoeman. The study offers a content-based second language pedagogy as an innovative instructional approach for ELLs to employ descriptive, explanatory and argumentative text types to engage in inquiry and discourse practices. A model-based approach offers a promising framework for developing Bilingual/ESL teachers’ professional knowledge and practice to teach science to ELLs.

Author

• Magdalena Pando, Southern Methodist University