Pixel International Conferences

English language learner (ELL) enrollment in science classrooms at USA public schools has increased by more than a million students since 2000, according to https://ncela.ed.gov/files/fast_facts/19-0193_Del4.4_ELDemographicTrends_021220_508.pdf">a report from the U.S. Department of Education [1]. The surging growth rate of the ELL population has increased the demand for qualified educators in the field of science for English as a new language (ENL) and bilingual education. It is crucial for science teachers to incorporate ELL strategies in the science classroom to help students have a better grasp of the vocabulary, content, and key features of the lesson being taught. Educators are in the unique position of being able to create a positive culture in the sciences and challenge students to excel in science, technology, engineering, and mathematics (STEM) fields. This presentation and paper focus on ways to make important strides in engaging ELLs in the sciences by exploring curriculum and pedagogy to ensure their success. Student centered approaches and opportunities to shape activities and dig deeper in science fields are emerging and will be discussed, and steps are presented to help students, teachers and families become engaged in science activities. A translanguaging perspective to teaching science is presented so that students can leverage familiar communicative practices and develop a critical awareness of target discourses including the language of science [2]. To further strengthen the science curriculum for bilingual and ELL students, Collier and Thomas [3] build on their previous research to present longitudinal research findings from one-way and two-way dual language enrichment models of schooling to demonstrate the substantial power of this program for enhancing student outcomes and fully closing the achievement gap in second language (L2). Finally, resources are presented with concrete strategies, examples, and materials to create a positive and engaged science classroom where ELL students are challenged and motivated to excel [4]. These resources are designed to support students as they grow as both scientists and English speakers.

[1]. Mitchell, C. (2020). The nation’s English-learner population has surged: 3 things to know. Education Week. February 18, 2020. https://www.edweek.org/leadership/the-nations-english-learner-population-has-surged-3-things-to-know/2020/02#:~:text=Here%E2%80%99s%20a%20look%20at%20three%20key%20data%20points%3A,six%20other%20states%20west%20of%20the%20Mississippi%20River.">The Nation's English-Learner Population Has Surged: 3 Things to Know (edweek.org)

[2]. Luis E. Poza (2018) The language of ciencia: translanguaging and learning in a bilingual science classroom, International Journal of Bilingual Education and Bilingualism, 21:1, 1-19, DOI: https://doi.org/10.1080/13670050.2015.1125849">10.1080/13670050.2015.1125849

[3]. Collier, V. & Thomas, W. (2004). The astounding effectiveness of dual language education for all. National Association of Bilingual Education Journal of Research and Practice, 2:1 Winter 2004.

[4]. Lappe, G. & Dwyer, K. Using ELL strategies in the science classroom: How science teachers can use ELL strategies to help students have a better grasp of the vocabulary of science. Edutopia. June 17, 2021. https://www.edutopia.org/article/using-ell-strategies-science-classroom/">https://www.edutopia.org/article/using-ell-strategies-science-classroom/