Faculty Publications

Negotiation, Embeddedness, and Non-Threatening Learning Environments as Themes of Science and Language Convergence for English Language Learners

Document Type

Article

Keywords

academic language development, English language learners, immersive argument-based inquiry, integrated science and literacy instruction, Science Writing Heuristic

Journal/Book/Conference Title

Studies in Science Education

Volume

51

Issue

2

First Page

201

Last Page

249

Abstract

In this review, we explore the notion of teaching science to English language learners (ELLs) as a balancing act between simultaneously focusing on language and content development, on the one hand, and between structuring instruction and focusing on student learning processes, on the other hand. This exploration is conducted through the lens of a theoretical framework embedded in the Science Writing Heuristic approach, an approach exemplifying immersive orientation to argument-based inquiry. Three learning processes (learning through the language of science, learning about the language of science and living the language of science) and three classroom structures (collective zone of proximal development, symmetric power and trust relationships and teacher as decision-maker) are explored in relation to learning theories and empirical findings from second language acquisition and science, multicultural and teacher education bodies of work. Three themes – negotiation, embeddedness and non-threatening learning environments – to inform ELL science education emerged from the review.

Department

Jacobson Center for Comprehensive Literacy

Original Publication Date

7-3-2015

DOI of published version

10.1080/03057267.2015.1078019

Link to Full Text

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