"We Don't Teach Science": The Impacts of a New Model for Embedding Language in Science

• In Event: Marriott Roundtable Session 75
  In Roundtable Session: The Teacher Factor: Examining Challenges to Building Teacher Capacity to Implement College- and Career-Ready Standards

Abstract

A paradigm shift of beneficial language acquisition pedagogy for preK-12 English Language Learners (ELLs) is taking place in the United States. There has been an increase in studies that support creating an academic environment that socially develops language through context and experience as opposed to isolated instruction of specific language elements. This study examines the first year of one district’s attempt to integrate language learning within the context of science instruction. Data was obtained through surveys and interviews with teachers as well as assessments of English Language Proficiency and Science Standards. Examining the implementation process and stakeholder perspectives sheds light on the difficulties and opportunities of this model of language development for ELLs.

Authors

• Nicole Ralston, University of Portland

• Mary Shortino-Buck, Centennial School District