What Is Happening in the Science Classroom When Academic Language Is Used With English Language Learners?

• In Event: 18.072 - Roundtable Session 6
  In Roundtable Session: 18.072-3 - Exploring Environment for Doing Science

Abstract

Academic language is critical for English language Learners (ELLs) to succeed in the science classroom. This study analyzed the instructional practices taking place in eight, fifth-grade classrooms during an NSF-funded project: Project Middle School and Science for English Language Learners (Project MSSELL). Observational data collected through the projects’ observational instrument were analyzed to note and compare the instructional practices occurring in treatment and control classrooms when teachers and students used academic language. Our findings show both treatment and control classrooms using academic language during the course of the intervention study, but the instruction looked markedly different in each setting. These differences provide valuable insight for practitioners and researchers concerned with the academic language development of ELLs in science classrooms.

Authors

• Tiberio Garza, University of Nevada - Las Vegas

• Margarita Huerta, University of Nevada - Las Vegas

• Tracy Spies, University of Nevada - Las Vegas

• Rafael Lara-Alecio, Texas A&M University

• Beverly J. Irby, Texas A&M University - College Station

• Fuhui Tong, Texas A&M University - College Station