How the NGSS science instructional shifts and language instructional shifts support each other for English learners

Talk in the science classroom

Okhee Lee, Scott Grapin, Alison Haas

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

A Framework for K-12 Science Education (National Research Council, 2012), which the Next Generation Science Standards (NGSS) are based on, defines teaching and learning of science in terms of blending the three dimensions of science and engineering practices, crosscutting concepts, and disciplinary core ideas to explain phenomena or design solutions to problems. As students engage in “doing science and engineering,” they rely heavily on oral language in small or large group settings. This chapter describes the critical role of oral language when students, especially English learners, engage in the NGSS science and engineering practices. Science instructional shifts promote language learning with English learners, while language instructional shifts promote science learning with English learners. Recognizing these shifts as mutually supportive can lead to better and more coherent instructional approaches that promote both science and language learning for all students, especially English learners.]

Original languageEnglish (US)
Title of host publicationLanguage, Literacy, and Learning in the STEM Disciplines
Subtitle of host publicationHow Language Counts for English Learners
PublisherTaylor and Francis
Pages35-52
Number of pages18
ISBN (Electronic)9781351979603
ISBN (Print)9781138284289
DOIs
StatePublished - Jan 1 2018

Fingerprint

classroom
language
science
engineering
learning
English Learners
Language
student
Oral Language
Language Acquisition
Teaching
English Language Learners
Science Education
National Research Council
education
Group

ASJC Scopus subject areas

  • Social Sciences(all)
  • Arts and Humanities(all)

Cite this

Lee, O., Grapin, S., & Haas, A. (2018). How the NGSS science instructional shifts and language instructional shifts support each other for English learners: Talk in the science classroom. In Language, Literacy, and Learning in the STEM Disciplines: How Language Counts for English Learners (pp. 35-52). Taylor and Francis. https://doi.org/10.4324/9781315269610

How the NGSS science instructional shifts and language instructional shifts support each other for English learners : Talk in the science classroom. / Lee, Okhee; Grapin, Scott; Haas, Alison.

Language, Literacy, and Learning in the STEM Disciplines: How Language Counts for English Learners. Taylor and Francis, 2018. p. 35-52.

Research output: Chapter in Book/Report/Conference proceedingChapter

Lee, O, Grapin, S & Haas, A 2018, How the NGSS science instructional shifts and language instructional shifts support each other for English learners: Talk in the science classroom. in Language, Literacy, and Learning in the STEM Disciplines: How Language Counts for English Learners. Taylor and Francis, pp. 35-52. https://doi.org/10.4324/9781315269610
Lee O, Grapin S, Haas A. How the NGSS science instructional shifts and language instructional shifts support each other for English learners: Talk in the science classroom. In Language, Literacy, and Learning in the STEM Disciplines: How Language Counts for English Learners. Taylor and Francis. 2018. p. 35-52 https://doi.org/10.4324/9781315269610
Lee, Okhee ; Grapin, Scott ; Haas, Alison. / How the NGSS science instructional shifts and language instructional shifts support each other for English learners : Talk in the science classroom. Language, Literacy, and Learning in the STEM Disciplines: How Language Counts for English Learners. Taylor and Francis, 2018. pp. 35-52
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