Science and Language for English Language Learners in Relation to Next Generation Science Standards and with Implications for Common Core State Standards for English Language Arts and Mathematics

Okhee Lee, Helen Quinn, Guadalupe Valdés

Research output: Contribution to journalArticle

Abstract

The National Research Council (2011) released "A Framework for K-12 Science Education" that is guiding the development of the Next Generation Science Standards, which are expected to be finalized in early 2013. This article addresses language demands and opportunities that are embedded in the science and engineering practices delineated in the Framework. By examining intersections between learning of science and learning of language, the article identifies key features of the language of the science classroom as students engage in these language-intensive science and engineering practices. We propose that when students, especially English language learners, are adequately supported to "do" specific things with language, both science learning and language learning are promoted. We highlight implications for Common Core State Standards for English language arts and mathematics.

Original languageEnglish (US)
Pages (from-to)223-233
Number of pages11
JournalEducational Researcher
Volume42
Issue number4
DOIs
StatePublished - May 2013

Fingerprint

English language
mathematics
art
language
science
learning
engineering
student
classroom
education

Keywords

  • bilingual/bicultural
  • language comprehension/development
  • policy analysis
  • science education

ASJC Scopus subject areas

  • Education

Cite this

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