Science and Language Integration with English Learners: A Conceptual Framework Guiding Instructional Materials Development

Autor/inn/en	Lee, Okhee; Llosa, Lorena; Grapin, Scott; Haas, Alison; Goggins, Marcelle
Titel	Science and Language Integration with English Learners: A Conceptual Framework Guiding Instructional Materials Development
Quelle	In: Science Education, 103 (2019) 2, S.317-337 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Okhee) ORCID (Haas, Alison)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21498
Schlagwörter	English Language Learners; Second Language Learning; English (Second Language); Guidelines; Standards; Science Instruction; Interdisciplinary Approach; Second Language Instruction; Science Education; Teaching Methods; Instructional Design; Elementary School Students; Language Proficiency; Course Content; Teacher Collaboration + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Richtlinien; Standard; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Fremdsprachenunterricht; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Language skill; Language skills; Sprachkompetenz; Kursprogramm; Lehrerkooperation
Abstract	The purpose of this study is to present a conceptual framework that integrates science and language learning for all students, including English learners (ELs). This framework is grounded in the mutually supportive nature of science instructional shifts, spurred by "A Framework for K-12 Science Education" (National Research Council, 2012. A framework for K-12 science education: Practices, crosscutting concepts, and core ideas) and the Next Generation Science Standards (NGSS), and language instructional shifts, informed by contemporary thinking in second language acquisition. First, we describe the conceptual framework that consists of our perspective and design principles. Then, we describe one approach for using the conceptual framework to develop NGSS-aligned instructional materials that promote science and language learning with elementary students, including ELs. Finally, we offer implications for future research for our own design research specifically and for the field more broadly. The conceptual framework highlights how substantive collaboration between content areas, such as science, and the field of EL education can help ensure that all students, and ELs in particular, are supported in meeting rigorous content standards while developing proficiency in English. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01