Supporting the Discourse of English Learners During the Implementation of Cognitively Demanding Tasks

• In Event: English Learners and Equity in Science Education

Abstract

We investigated ten preservice secondary science teachers’ understanding of academic language, and types of instructional supports they implemented to scaffold ELs’ academic language use during cognitively demanding tasks. The Task Analysis Guide in Science framework was used to examine both the integration of practices and core content, and the cognitive demand of the tasks. We qualitatively analyzed participants’ implementation of supports to scaffold academic language demands at the discursive level. We found that all ten participants integrated the NGSS practices with science core content. Additionally, participants supported their students’ ability to construct explanations and claims by embedding scaffolds during cognitively demanding tasks. Finally, teacher education programs can better support preservice teachers’ implementation of tasks that promote scientific reasoning and sensemaking.

Author

• Walter Aminger, University of California - Santa Barbara