Science and language integration with English learners: A conceptual framework guiding instructional materials development

Okhee Lee, Lorena Llosa, Scott Grapin, Alison Haas, Marcelle Goggins

Research output: Contribution to journalArticle

Abstract

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.

Original languageEnglish (US)
Pages (from-to)317-337
Number of pages21
JournalScience Education
Volume103
Issue number2
DOIs
StatePublished - Mar 2019

Keywords

  • English Learners
  • Next Generation Science Standards
  • science and language integration
  • science instructional materials

ASJC Scopus subject areas

  • Education
  • History and Philosophy of Science

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