Field-Testing a Phenomenon- and Practices-Centered Science Curriculum Unit With Linguistically Diverse Students

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

Abstract

This paper contributes to the informed dialogue about the NGSS standards-based curricula that can both meet the intent of the standards and give adequate coverage to Performance Expectations (PE’s) while at the same time meeting the needs of linguistically diverse students. We raise questions about the challenges and tensions that surround the notions of complying with assessment goals while at the same time teaching for equity. In carrying out this work, we sought to obtain information that would help expand the field’s understanding of what it means to “integrate” language and science when the focus shifts from the challenges of learning the language of science to the development of the language necessary for doing science at the elementary school level.

Authors

• Sarah Capitelli, University of San Francisco

• Guadalupe Valdes, Stanford University

• Helen R. Quinn, Stanford University