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Issues in Addressing The Needs of

English Language Learners in Context of Science

Yolanda De La CruzArizona State University

Presented at Claremont Graduate University

November 17, 2007

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The Big PictureWhat are you are striving to accomplish? Academic gains in science English language proficiency Enrich English learners science academic

language in the native language Close the Achievement Gap Increase the percentage of English learners that

obtain a High School diploma

Nearly 40,000 seniors from the Class of 2006 did not pass the exit exam.

High School Exit Exam

.Numbers of Teachers in the California Workforce

250,527272,459

305,855 306,548 307,864309,773306,940301,361283,975 292,012

0

50,000

100,000

150,000

200,000

250,000

300,000

350,000

1996-97 1997-98 1998-99 1999-2000 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06

Public School Enrollment, 1990 to 2015

-

500,000

1,000,000

1,500,000

2,000,000

2,500,000

3,000,000

3,500,000

1990-911992-931994-951996-971998-992000-012002-032004-052006-072008-092010-112012-132014-15

Number of K-12 students

K-5 enrollment 6-8 enrollment 9-12 enrollment

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.Distribution of Interns, by School-Level Percentage of Minority Students, 2005-06

Intern teachers are maldistributed– 75% of interns are assigned to high minority schools.

Only 25% of interns are assigned to low minority schools.

Persistent Inequities

7%

18%

31%

44%

Lowest minority quartile Second minority quartile

Third minority quartile Highest minority quartile

Students in the lowest performing schools are the most likely to get novice and underprepared teachers.

Underprepared First- and Second-Year Mathematics and Science Teachers,

2005-06

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29

40

29

35

0

5

10

15

20

25

30

35

40

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All teachers Middle schoolmathematics

High schoolmathematics

Middle schoolscience

High schoolscience

Percent of novice teachers without full credentials

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Number of Underprepared Teachers by Credential Type

17,83920,399

28,139

37,30941,73942,42740,587

0

10,000

20,000

30,000

40,000

50,000

1999-2000 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06Number of teachers without full credentialsMore than one underprepared credential type or missing credential informationUniversity or district intern credential Emergency permit, pre-intern certificate, or waiver

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What Do These Graphs Mean?

Persistent gap in academic achievement between Caucasian students and those from culturally and linguistically diverse groups:

Many teachers are underprepared to make content comprehensible for ELs. Few teachers trained to teach initial literacy or content-area literacy to secondary ELs.ELs are tested in mathematics and reading under No Child Left Behind; and in 2007-08, tests in science have been added to the battery of assessments they must take.

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Components of Science Life Sciences-focuses on the characteristics of living

things, their structure and functions, and their relationships.

Physical Science-focuses on matter and energy. Earth Science-focuses on astronomy and the

contents and structure of the universe. Scientific Processes-focuses on the use of

scientific procedures such as observation, classification, description, hypothesis testing, measurement and data collection.

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Description of Science Curriculum Typically cumulative with increasing

complexity. Includes life, physical, and earth sciences and

scientific processes. In lower grades all sciences are covered in one

year; in upper grades typically one science is given in a year-long course.

Textbook language becomes denser and more decontextualized as grade level increases.

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What’s Different in Science for English Learners?

Discourse structure may be vary different from students’ previous English experience.

Grammatical forms and structures in textbooks becomes increasingly complex.

All four academic language skills are required. Scientific misunderstandings are remarkably

persistent. Study skills are similar to those in language

arts and social studies.

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Importance of Addressing The Needs of English Learners

Most ELLs need 4-7 years to learn English before they reach average academic performance levels.

As ELLs, they are by definition not proficient.

But they are tested before they are proficient in English.

The following example from a high school biology textbook, Invitation to Biology, illustrates the vocabulary density that students must contend with:

The members of the kingdom Monera, the prokaryotes, are identified on the basis of their unique cellular organization and biochemistry. Members of the kingdom Protista are single-celled eukaryotes, both autorophs and heterotrohps.

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Sections that Promote Science Excellence For English Learners

1. Learning Atmosphere & Physical Environment

2. Instructional Practices3. Science Content & Curriculum4. Language Practices5. Family & Community Involvement6. Assessment of Student Learning

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1. Learning Atmosphere & Physical Environment

A caring classroom atmosphere of mutual respect and support is facilitated by the teacher who: Knows each child as an individual, Embraces languages, customs, and cultures of ELL

students, Provides culturally rich learning materials, Encourages self-expression and provides positive

recognition, Builds student confidence and esteem, Fosters an emotionally safe environment that allows

students to feel secure and to take risks.

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1. Learning Atmosphere & Physical Environment cont…..

The classroom is visually rich to support student learning Incorporates displays of student produced work,

whenever possible, Is colorful and thought stimulating, Contains pertinent, real-world information and

applications, Reinforces math-specific vocabulary and concepts, Provides color-coded learning supports when

appropriate. Room arrangement facilitates student interaction and group

work.

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2. Instructional Practices Instructional practices foster cooperation

and collaboration. Concepts are presented accurately,

logically, and in engaging ways. Multiple representations incorporate

science learning levels: concrete, semi-concrete, and abstract.

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2. Instructional Practices cont.

The teacher employs student-centered instructional practices. Approaches content from a concept-oriented

constructivist method, Surrounds students with different modalities, Connects new concepts to prior learning or prior

knowledge, Encourages students to refine and reflect about their own

work and verbalize concept understanding “in their own words”,

Chooses homework to optimize individual content development,

Provides extra help and resources on an individual basis.

Activities for eliciting students’ prior knowledge about a science concept include brainstorming, making semantic maps, starting K-W-L Charts, and making visual representations.

Visual representations might include drawing steps of a process or even imagining and then recording an experience related to a science topic(e.g., imagining yourself traveling through the solar system).

All of these activities can be organized as whole class, individual, or cooperative group activities.

It is important for students to record in words (written, oral, recorded), graphs, or drawings, the understanding of the science concepts they bring to the learning.

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Contextualize to Subject Matter Scaffolds Activity

Task: Think-Pair-Share(bridging, schema building)Write the following sentence stem for all to see. Take two minutes to jot down a few notes in response:

When I see or hear the word “periodic table,”

I think…. Share your responses with a partner.

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2. Instructional Practices cont.

Students are frequently partnered with peer learners to enhance learning opportunities. To develop science content, To aid English language development, To insure sustained active participation in the

class, To welcome new students into an established

learning community.

All students have prior knowledge about the world which has been gained through daily living and observation. Even young children understand there is a relationship between dark storm clouds and rain, and that when water is heated it boils and changes into steam. But their explanations of many scientific phenomena often verge on the magical, because of a naïve understanding of scientific principles. They have an incomplete or inaccurate understanding of the scientific

This naïve understanding can be so strong that it overrides scientific explanations of science, teachers can help them identify and write down their prior understandings of a scientific phenomena, then revise what they have written in light of discoveries made by participating in hands-on inquiry.

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2. Instructional Practices cont.

Instructional activities are varied and support diverse learning styles and multiple intelligences, including for instance: Frequent use of models, Music as a motivator and anchor, Mind maps, poster-walks, and word walls Key vocabulary and cognates presented in different

forms, Vivid adjectives, Graphic organizers.

Graphic Organizers Description-test describes or defines information

Organizers-webs, features charts, comparison chartsEnumeration-text lists information about several related items, (e.g., events, characters, objects) and provides supporting evidence or details

Organizers-tree diagrams, branch diagrams, webs, outlines, comparison charts Comparison-contrast-text comments on similarities and differences among facts, people, events, and uses comparative adjectives and transitional markers (e.g, “on the one hand…on the other,” “both…only one”)

Organizers-Venn diagrams, comparisonsChronological or sequential-text organized in a time sequence and uses temporal markers, such as dates, prepositional phrases of time, sequence words (e.g., first, next, then)

Organizers-timelines, story summariesCause-effect-text describes cause-effect reactions, how one thing occurs as the result of another and uses causative words (e.g., so, as a result, therefore)

Organizers-flow charts, sequence chains, and cyclesProblem-solution-text presents a problem, and one or more solutions, word choice relates to options, alternatives, consequences, and results

Organizers-decision-making diagrams, semantic maps

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Compare and ContrastDifferent Alike Different

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Sequence or Chronological

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Cause and Effect

Effect

Effect

Effect

Effect

Implications

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Problem/Solution

Possible Solution Possible Solution

Problem

Solution

Possible SolutionPossible Solution

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Four Square Lab ReportHypothesis

Why? ______________________

Why? ______________________

Why? ______________________

ProcedureSteps that were followed (in detail) _____________________________

Steps that were followed (in detail) ____________________________

Steps that were followed (in detail) ____________________________

Date CollectedObservations and data _____________________________Observations and data _____________________________Observations and data _____________________________

What conclusion did you draw and why?__________________________________________________________________________________________________________________________________________________________________________________________

Question proposed: ______________________________________________________________________________________________Materials: ______________________________________________________________________________________________

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Periodic Table Activity1. In a Think-Pair-Share grouping, answer the

questions from the proceeding slides2. Does the simplified language “dummy-

down” the learning? 3. Why or why not?4. Website for science Power Pointshttp://science.pppst.com/index.html

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Elements are arranged:

Vertically into Groups

Horizontally Into Periods

Why?

If you looked at one atom of every element in a group you would see…

Each atom has the same number of electrons in it’s outermost shell.

An example…

The group 2 atoms all have 2 electrons in their outer shells

Be (Beryllium)

Atom

Mg (Magnesium) Atom

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Chunking Example Each group has distinct properties The Periodic Table is divided into

several groups based on the properties of different atoms.

Highlight the sections you are studying within the periodic Table.

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3. Science Content & Curriculum Glossary of science terms is always available

for reference. English-Spanish Dictionary or Math Glossaryhttp://www.mathnotes.com/aw_span_gloss.htmlhttp://math2.org/math/spanish/eng-spa.htm

Content is aligned to appropriate grade-level, science content standards and professional standards.

Content is based on diagnosed student needs.

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3. Science Content & Curriculum cont….

Content is systematically designed to incorporate sound learning principles. To incorporate increased complexity, To present a cohesive big-picture through chunking, To connect concepts through bridging and

scaffolding, To emphasize multidisciplinary understandings, To reflect on inherent patterns by comparing and

contrasting concepts.

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3. Science Content & Curriculum cont….

Curriculum is challenging, relevant, age-appropriate, and well-paced

To include contextually-based problems, To incorporate student realities, To involve interactive problem solving.

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Integrate Learning Strategy Instruction (Handout-How to Teach Strategies for the Steps of the Scientific Method))

Ask the Question/Identify the Problem. Make A Hypothesis. Collect Data. Record Data. Answer the Question/Solve the Problem.

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4. Language Practices Language support is offered without supplanting

English instruction. Support is aligned with student’s diagnosed

language needs. Language used is appropriate to age and grade

level and presented in a socially meaningful context.

Science-specific vocabulary is explicitly and implicitly taught and reinforced through repetition.

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Science Activities Can Include:

Demonstrations Observations Structured discussions Exploration of scientific phenomena Gathering and organizing data Systematic experimentation

These activities provide practice in the process of science which are as important in science instruction as the conceptual basis of scientific knowledge.

Practicing scientific processes allows students to act like scientists in systematically investigating a problem or phenomena.

Observation is the basic process used in conducting scientific inquiry.

Other important science processes are classifying, measuring, communicating, predicting, and inferring.

More complex processes include controlling variables, interpreting data, making hypotheses, defining operationally, and investigating through experimentation.

Science processes require active engagement of students’ minds and many also lend themselves to hand-on activities.

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Lab Reports In addition to practicing science processes, students

need hand-on experiences in scientific expermentation, an essential part of the scientific method.

The information should be included in the students’ lab reports on the experiment. The steps of the scientific method can be used to prompt students to conduct their experiments and record their observations accuratley.

Lab report templateshttp://www.see-n-believe.com/prolab/index.htm

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4. Language Practices cont…. Teachers are knowledgeable about the second

language acquisition theories and best practices. Ideally, dual language instructional support should be

offered. When dual language teachers are not available,

sheltered instruction should be utilized to provide strong language support by addressing content through ESL.

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What can you do?1. Visuals

2. Realia

3. Collaborative interactionsPartners or small groups

Water Cycle

Fossils

Develop Academic Language Activities Listening. Listening and taking notes (either graphic or verbal) Describing. Observing and describing observations orally;

observing the steps of a procedure, drawing them (or taking notes), then describing them; posing questions and formulating answers; discussing steps; discussing the steps while conducting the experiment. Working cooperatively to build a model, then presenting the group report.

Reading. Reading graphs and charts, finding information in science textbooks, encyclopedias, and library books; reading and following directions for procedures and experiments; sharing lab reports and other class writing about science.

Writing. Writing answers to questions posed by the teacher or classmates; writing lab reports on experiments; working with a group to research a science topic and writing a group report about it; writing about personal or imaginative experiences related to science.

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5. Family & Community Involvement

Schools connect to student’s family-life by embedding contextual experiences and skills in teaching and curriculum.

Projects are relevant and promote family interaction.

Opportunities are available for English-speaking higher grade-level students to mentor ELL lower grade-level students either in an in-school or after-school program, as appropriate.

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5. Family & Community Involvement cont….

Teacher engages in frequent communication with families About activities and events in which parents can

participate, About student progress.

Teacher utilizes services provided by a community liaison and is knowledgeable about community resources.

Parents are informed about the benefits of using their most cognitively advanced language at home.

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6. Assessment of Student Learning Classroom assessment is designed to foster

student success. Assessment methods allow students frequent

opportunities to demonstrate mastery in a variety of ways.

Various assessment techniques are used to measure student understandings.

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6. Assessment of Student Learning cont…. Grades are oriented to promote and

emphasize valid step-by-step logical reasoning processes.

Assessment data and results shape instructional planning.

Flexible time allotments are given to demonstrate concept mastery.

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Areas that Require Work Scaffolds for entry, engagement, and

extension in mathematics and academic language

Enrichment of curriculum Native language science instructional

materials Teacher fluency with science, science

pedagogy, and discourse in English and language (for bilingual teachers)

Understanding student work

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Understanding the Complexity of ELLs’ Culture, Language, and Knowledge

We need to build on background knowledge

Identify cognates(Spanish-English) in science

Language production patterns Develop language within science Vocabulary building (enrich) Clarify the academic language

Instructional Sequence1.Preparation. Brainstorming and creating graphic

organizers illustrating knowledge2. Presentation. The teacher can conduct a

demonstration that will cause students to confront their existing schemata by observing a phenomenon that appears contrary to their beliefs.

3. Practice. Students explore by trying out the experiment themselves, They begin to discover for themselves the causes, effects, characteristics, and variables associated with the experiment.

4. Evaluation. Students generate opinions and explanations for the phenomena they have observed. Their ideas are written down.

5. Expansion. Systematic inquiry using the scientific method for working through the experiment

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One Simple Strategy: Students as “Language Detectives”

Majority of scientific terms and the processes of scientific inquiry derive from Greek and Latin sources

90% of scientific vocabulary drives from the same roots and has cognates in the other language

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Cognates Words that look alike or sound alike from

one language to another There are thousands of cognates shared

by Spanish and English. False cognates are a pair of words in the

same or different languages that are similar in form and meaning but have different roots.

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Cognate Activity In your groups, look over the list of

words on Handout 1. As a group, infer the rule or rules that

govern the spelling changes to convert the Spanish form to English

Be aware of internal spelling changes required because of English spelling patterns and generalizations, such as double consonants.

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Idea Have your students collect cognates As they do, ask what they notice about them Point out the characteristics of words in

English and Spanish that are related False cognates are a pair of words in the

same or different languages that are similar in form and meaning but have different roots.

Compare true versus false cognates

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Science Cognates Adaptación Anfibio Bacterias Camuflaje Dióxido de carbono Carnívoro Citoplasma

Adaptation Amphibian Bacteria Camouflage Carbon dioxide Carnivore Cytoplasm

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What does it mean?

Projects and direct instruction that help students recognize these patterns deepen their awareness of language and enhance their overall linguistic and academic development

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Integrating Content and LanguageResearch indicates: Need to develop one through the other ELLs should be talking about content

to make it meaningful Use of cooperative groups

Developing academic English or CALPWhy?

Summary of Teaching Guidelines for Science Identify science themes that have application across life,

physical, and earth sciences. Students identify their prior knowledge about t of

misconceptions that need to be corrected. Focus on hands-on activities using science process skills,

experimentation, and a variety of science resource materials. Develop academic language through discussions,

listening,describing observations, reading graphic and text science information, and writing about science.

Use a variety of instructional approached to dispel student misconceptions.

Integrate learning strategy instruction with all science activities. Use the instructional sequence (Preparation, Presentation,

Practice, Evaluation, and Expansion) to help students reconstruct their scientific knowledge.

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Websites California High School Math Standardshttp://www.cde.ca.gov/re/pn/fd/documents/math-stnd.pdf Further Informationhttp://www.tsusmell.org Science lesson Planshttp://www.teachersnetwork.org/teachnet/esl.cfm Science Power Pointshttp://science.pppst.com/energy.html

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Websites cont…. Cognateswww.colorincolorado.org/pdfs/articles/cognates.pdf Spanish Cognates Dictionaryhttp://www.latinamericalinks.com/spanish_cognates.htm Learn Spanish Cognateshttp://www.language-learning-advisor.com/learn-

spanish-cognates.html Resourceswww.ncela.gwu.edu/pubs/symposia/third/spanos.htm

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Websites cont…. Science Lessons http://science.pppst.com/index.html Basket Science Interactive-in Spanish & Englishhttp://www.scienceacademy.com Ministerio Espanol de Educacion y Cienciahttp://descartes.cnice.mecd.es/ EdHelper.com-database of lessonshttp://www.edhelper.com/ Biology Cornerhttp://www.biologycorner.com/worksheets.php

Websites cont…. A to Z teacher Stuff-Science lesson planshttp://www.lessonplanz.com/Lesson_Plans/Science/ Interactive Activitieshttp://www.shodor.org/interactivate/ PBS teacher Source-Science support.http://www.pbs.org/teachers/sciencetech/ Lesson Plan Libraryhttp://school.discoveryeducation.com/lessonplans/ Graphic Organizershttp://www.eduplace.com/graphicorganizer/http://www.sdcoe.k12.ca.us/SCORE/actbank/torganiz.htmhttp://www.teachervision.fen.com/graphic-organizers/

printable/6293.htmlhttp://www.graphic.org/

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More Websites Interactive Periodic Tablehttp://acswebcontent.acs.org/games/pt.html American Chemical Society Resourceshttp://portal.acs.org/portal/acs/corg/content?

_nfpb=true&_pageLabel=PP_EDUCATION&node Lesson Plans 9-12http://school.discoveryeducation.com/lessonplans/9-

12.html National Science Digital Libraryhttp://nsdl.org/resource/2200/20061002125259828T

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Questions?

I’m still unclear about….