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Effective Strategies for English Language L earners in Science. Melinda Moya Edu 7201T Fall 2011. Table o f Contents. Statement of the Problem Review of Related Literature Statement of the Hypothesis. Statement of the Problem.
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Today’s curriculum seeks to differentiate instruction for all learners. Differentiation for English Language Learners or ELL’s has proven to be a challenge for many teachers. The teacher is constantly faced with the question on how to develop language skills for ELL’s. The issue that has arisen through years of testing ELL’s is that on the surface it may seem that ELL’s are communicating with teachers and peers in the new language, but the struggles seem to be within the content or academic language that is needed to excel in today’s educational system. One major struggle for ELL’s is in the content area of Science. Within the fourth and Eighth grades students are expected to gain a passing score in the state exam. In the recent past this has been a major concern for individuals educating ELL’s since success in these exams are abysmal.
Janzen, J., (2004). Teaching English Language Learners in the Content Areas. Retrieved from ERIC database. Each content area was assessed by how the English Language Learner used and developed linguistically, cognitively, and the “socio-cultural features of academic literacy.” Incorporating literacy in the content area is crucial for the development of ELL’s basic and academic language skills.
Lee, O., (2005). Science Education with English Language Learners: Synthesis and Research Agenda. Review of Educational Research. Volume 75(4), 491-530. Many science classrooms fail to acknowledge the development of oral and written proficiency in English. In addition there are insufficient assessment tools that will assess ELL’s knowledge in the scientific language since it is based on how much the student knows in the target language and not in the home language.
Niss, M. L. (2005). Preparing Teachers to Teach Science and Mathematics with Technology: Developing a Technology Pedagogical Content Knowledge. Teaching and Teacher Education. Volume 21, 509-523. Examines the use and skills teachers use to teach science with the use of technology. It helps the reader make stride to build a more successful plan when teaching diverse students with the guidance of technology.