Language Proficiency as an Interactive Construct: Implications for Changing Science Instruction With English Learners

• In Event: AERA Poster Session 3
  In Poster Session: Science Teaching and Learning

Abstract

Abstract: A Framework for K-12 Science Education proposes that students learn science through engaging in disciplinary practices within their classroom communities. Engaging in science practices also supports language development by providing opportunities for ELs to use language for complex purposes with peers. We examine language policy initiatives aligned to NGSS, including WIDA Consortium and ELPD Framework. We argue that the tacit theories of language in these documents are insufficient to support students in science practices, because they present English as stable, and locate language proficiency in the individual. We propose that an ecological approach that locates language in interaction is better aligned to a practice-based view of science education. We suggest implications for policy, classroom instruction, and teacher education.

Authors

• Emily Miller, University of Wisconsin - Madison

• Emily V. Reigh, Stanford University