Science education with english language learners: Synthesis and research agenda

Research output: Contribution to journalReview articlepeer-review


This review analyzes and synthesizes current research on science education with ELLs. Science learning outcomes with ELLs are considered in the context of equitable learning opportunities. Then, theoretical perspectives guiding the research studies reviewed here are explained, and the methodological and other criteria for inclusion of these research studies are described. Next, the literature on science education with ELLs is discussed with regard to science learning, science curriculum (including computer technology), science instruction, science assessment, and science teacher education. Science education initiatives, interventions, or programs that have been successful with ELLs are highlighted. The article summarizes the key features (e.g., theoretical perspectives and methodological orientations) and key findings in the literature, and concludes with a proposed research agenda and implications for educational practice.

Original languageEnglish (US)
Pages (from-to)491-530
Number of pages40
JournalReview of Educational Research
Issue number4
StatePublished - 2005


  • English language learners
  • Science education

ASJC Scopus subject areas

  • Education


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