Next-Generation Sheltered Instruction to Support English Learners in Secondary Science Classrooms

• In Event: 47.028 - Diverse Perspectives on Social Justice Inquiry in Education and Psychology

Abstract

We report on a four-year research and development effort to support middle and high school science and ESOL teachers in schools with rapidly increasing populations of English learners. Using data from teacher implementation logs and interviews, we consider the instructional choices that teachers made to meet the needs of their English learners, as well as how teachers’ participation in this project influenced their ideas about the relationship between science concepts and language in ways that informed their instructional decision making. Our collaborative work with these teachers pointed us to a tentative set of guiding principles for integrating language and science practices to support ELs in secondary science classrooms; principles we refer to as next generation sheltered instruction practices.

Authors

• Cory A. Buxton, Oregon State University

• Linda Caswell, Abt Associates Inc.

• Martha A. Allexsaht-Snider, University of Georgia