TY - JOUR
T1 - Promoting science literacy with english language learners through instructional materials development
T2 - A case study
AU - Fradd, Sandra H.
AU - Lee, Okhee
AU - Sutman, Francis X.
AU - Saxton, M. Kim
N1 - Funding Information:
Breaking the cycle of low academic performance so that all students can participate in science requires consideration of the students, their teachers, and the resources and support both require to successfully engage in science. In this section we discuss the evolution of materials in three research projects funded by the National Science Foundation from 1992 through 2000: (a) a Small Grant for Exploratory Research (SGER); (b) the 'Promise' Project; and (c) the 'Science for All' Project. Although materials development was not a focus, the projects' implementation necessitated that materials be developed.
PY - 2001
Y1 - 2001
N2 - In spite of reform efforts, opportunities for all students to learn science remain illusive. Recent studies indicate that science curricula do not meet students' learning needs.Research-based curricula focusing on science inquiry with English language learners (ELLs) have yet to be developed. To encourage development of appropriate science materials, this paper discusses the learning needs of specific groups of ELLs and their teachers. First, we describe our researchwith groups of fourth-grade ELLs and their teachers, including perspectives of inquiry with teachers who shared theirstudents' languages and cultures and features of materials developed to integrate science and literacy instruction. Next, we present student achievement results using the materials. Finally, we discuss the importance of materials enabling all students to learn science through inquiry.
AB - In spite of reform efforts, opportunities for all students to learn science remain illusive. Recent studies indicate that science curricula do not meet students' learning needs.Research-based curricula focusing on science inquiry with English language learners (ELLs) have yet to be developed. To encourage development of appropriate science materials, this paper discusses the learning needs of specific groups of ELLs and their teachers. First, we describe our researchwith groups of fourth-grade ELLs and their teachers, including perspectives of inquiry with teachers who shared theirstudents' languages and cultures and features of materials developed to integrate science and literacy instruction. Next, we present student achievement results using the materials. Finally, we discuss the importance of materials enabling all students to learn science through inquiry.
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U2 - 10.1080/15235882.2001.11074464
DO - 10.1080/15235882.2001.11074464
M3 - Article
AN - SCOPUS:85011147144
SN - 1523-5882
VL - 25
SP - 479
EP - 501
JO - Bilingual Research Journal
JF - Bilingual Research Journal
IS - 4
ER -