Inquiry Science: The Gateway to English Language Proficiency

Autor/inn/en	Zwiep, Susan Gomez; Straits, William J.
Titel	Inquiry Science: The Gateway to English Language Proficiency
Quelle	In: Journal of Science Teacher Education, 24 (2013) 8, S.1315-1331 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-013-9357-9
Schlagwörter	Language Arts; Science Instruction; Urban Schools; School Districts; Science Achievement; English (Second Language); Science Tests; Achievement Tests; Second Language Learning; Second Language Instruction; Teaching Methods; Language Tests; Language Proficiency; Elementary Education; California + Suchen Sie Ihr Suchwort? Sprachkultur; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; English as second language; English; Second Language; Englisch als Zweitsprache; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Elementarunterricht; Kalifornien
Abstract	This paper presents findings from a 4-year project that developed and implemented a blended inquiry science and English Language Development (ELD) program in a large urban California school district. The sample included over 2,000 students in Kindergarten through 5th grade. Participating students' English and science achievement was compared to a similar group of students who were using the district's established English language development curriculum. Student performance on state mandated English and science assessments were analyzed using Mann-Whitney U tests for overall performance and by number of years of treatment. Modest but statistically significant improvement was found for students who participated in the blended program. Results from this study suggest that restricting instructional minutes for science to provide additional time for ELD and English language arts may be unnecessary. Rather, allowing consistent time for science instruction that incorporates ELD instruction along with inquiry science experiences may provide the authentic and purposeful context students need to develop new language without restricting access to science content. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10