Language-Enriched Science Instruction in Second Grade: Promoting Gains Across Levels of English Proficiency

• In Event: Emerging Issues and Challenges in Contemporary Science Education

Abstract

This study examined the effects of Language-Enriched Science Instruction (LESI) on diverse children’s science vocabulary and conceptual knowledge. Three second grade classrooms implemented the school district textbook instruction, while the other three classrooms implemented Language Enriched Science Instruction, which included multiple informational trade books, hands-on activities, vocabulary activities, read-alouds, partner reading, and journal writing. Results suggest that LESI was more effective in increasing children’s vocabulary and conceptual knowledge. In addition, children who participated in LESI wrote longer explanations, using a wider range of scientific vocabulary at a higher rate of complexity, expressing more complete science concepts. Finally, type of instruction was found to be a stronger predictor of children’s outcomes than was prior vocabulary knowledge. 120wrd

Author

• Sheryl L. Honig, Northern Illinois University