TY - JOUR
T1 - Science and language integration with English learners
T2 - A conceptual framework guiding instructional materials development
AU - Lee, Okhee
AU - Llosa, Lorena
AU - Grapin, Scott
AU - Haas, Alison
AU - Goggins, Marcelle
N1 - Funding Information:
National Science Foundation, Grant/Award Number: DRL‐1503330
Publisher Copyright:
© 2019 Wiley Periodicals, Inc.
PY - 2019/3
Y1 - 2019/3
N2 - 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.
AB - 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.
KW - English Learners
KW - Next Generation Science Standards
KW - science and language integration
KW - science instructional materials
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U2 - 10.1002/sce.21498
DO - 10.1002/sce.21498
M3 - Article
AN - SCOPUS:85060534283
VL - 103
SP - 317
EP - 337
JO - Science Education
JF - Science Education
SN - 0036-8326
IS - 2
ER -