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1.
Despite research interest in testing the effects of literacy-infused science interventions in different contexts, research exploring the relationship, if any, between academic language and conceptual understanding is scant. What little research exists does not include English language learners (ELLs) and/or economically disadvantaged (ED) student samples—students most at risk academically. This study quantitatively determined if there exists a relationship, and if so, how strong of a relationship, between ELL and ED students’ academic language and conceptual understanding based on science notebook scores used in a larger science and literacy-infused intervention with a sample of culturally diverse students. The study also considered strengths of relationships between language and concept science notebook scores within student language status groups (ELL, former ELL, and English speaking). Correlational analyses noted positive, large, and significant correlations between students’ language and concept scores overall, with the largest correlations for science notebook entries using more academic language. Large correlations also existed for ELL student entries at the end of the school year. Implications of the findings for future research and practice in science classrooms including literacy interventions, such as science notebooks, with populations of culturally diverse students are discussed.  相似文献   

2.
The authors of this quantitative study measured and compared the academic language development and conceptual understanding of fifth-grade economically disadvantaged English language learners (ELL), former ELLs, and native English-speaking (ES) students as reflected in their science notebook scores. Using an instrument they developed, the authors quantified the student notebook language and concept scores. They compared language growth over time across three time points: beginning, middle, and end of the school year and across language-status (ELL, former ELL, and ES), and gender using mixed between-within subjects analysis of variance (ANOVA). The authors also compared students’ conceptual understanding scores across categories in three domains using ANOVA. Students demonstrated statistically significant growth over time in their academic language as reflected by science notebook scores, and we noticed conceptual trends in which scores for ELLs, former ELLs, and male students lagged behind at first, but caught up to their peers by the end of the school year.  相似文献   

3.
We present the development and validation of a science notebook rubric intended to measure the academic language and conceptual understanding of non-mainstream students, specifically fifth-grade male and female economically disadvantaged Hispanic English language learner (ELL) and African-American or Hispanic native English-speaking students. The science notebook rubric is based on two main constructs: academic language and conceptual understanding. The constructs are grounded in second-language acquisition theory and theories of writing and conceptual understanding. We established content validity and calculated reliability measures using G theory and percent agreement (for comparison) with a sample of approximately 144 unique science notebook entries and 432 data points. Results reveal sufficient reliability estimates, indicating that the instrument is promising for use in future research studies including science notebooks in classrooms with populations of economically disadvantaged Hispanic ELL and African-American or Hispanic native English-speaking students.  相似文献   

4.
Verbal and quantitative reasoning tests provide valuable information about cognitive abilities that are important to academic success. Information about these abilities may be particularly valuable to teachers of students who are English‐language learners (ELL), because leveraging reasoning skills to support comprehension is a critical aptitude for their academic success. However, due to concerns about cultural bias, many researchers advise exclusive use of nonverbal tests with ELL students despite a lack of evidence that nonverbal tests provide greater validity for these students. In this study, a test measuring verbal, quantitative, and nonverbal reasoning was administered to a culturally and linguistically diverse sample of students. The two‐year predictive relationship between ability and achievement scores revealed that nonverbal scores had weaker correlations with future achievement than did quantitative and verbal reasoning ability scores for ELL and non‐ELL students. Results do not indicate differential prediction and do not support the exclusive use of nonverbal tests for ELL students. © 2012 Wiley Periodicals, Inc.  相似文献   

5.
This paper present findings from a pre-service teacher development project that prepared novice teachers to promote English language and literacy development with inquiry-based science through a modified elementary science methods course and professional development for cooperating teachers. To study the project’s impact on student learning, we administered a pre and post assessment to students (N = 191) of nine first year elementary teachers (grades 3 through 6) who experienced the intervention and who taught a common science unit. Preliminary results indicate that (1) student learning improved across all categories (science concepts, writing, and vocabulary)—although the effect varied by category, and (2) English Language Learner (ELL) learning gains were on par with non-ELLs, with differences across proficiency levels for vocabulary gain scores. These results warrant further analyses to understand the extent to which the intervention improved teacher practice and student learning. This study confirms the findings of previous research that the integration of science language and literacy practices can improve ELL achievement in science concepts, writing and vocabulary. In addition, the study indicates that it is possible to begin to link the practices taught in pre-service teacher preparation to novice teacher practice and student learning outcomes.  相似文献   

6.
The purpose of the present study is to examine the language characteristics of a few states' large-scale assessments of mathematics and science and investigate whether the language demands of the items are associated with the degree of differential item functioning (DIF) for English language learner (ELL) students. A total of 542 items from 11 assessments at Grades 4, 5, 7, and 8 from three states were rated for the linguistic complexity based on a developed linguistic coding scheme. The linguistic ratings were compared to each item's DIF statistics. The results yielded a stronger association between the linguistic rating and DIF statistics for ELL students in the “relatively easy” items than in the “not easy” items. Particularly, general academic vocabulary and the amount of language in an item were found to have the strongest association with the degrees of DIF, particularly for ELL students with low English language proficiency. Furthermore, the items were grouped into four bundles to closely look at the relationship between the varying degrees of language demands and ELL students' performance. Differential bundling functioning (DBF) results indicated that the exhibited DBF was more substantial as the language demands increased. By disentangling linguistic difficulty from content difficulty, the results of the study provide strong evidence of the impact of linguistic complexity on ELL students' performance on tests. The study discusses the implications for the validation of the tests and instructions for ELL students.  相似文献   

7.
The number of young children whose home language is not English continues to increase every year in the United States. Challenges for English language learners (ELL) involve low academic achievement related to low expectations and inappropriate instruction, and inappropriate assessment instruments or procedures resulting in overrepresentation of ELL students in higher incidence disabilities. In addition, the lack of effective instructional strategies for teaching ELL students often lead to behavioral problems and poor social interaction skills. The purpose of this article is to examine the learning context of young ELLs relative to culturally and linguistically responsive intervention. Components and potentials of response to intervention model were investigated. Essential factors involved in culturally and linguistically responsive intervention were identified. Finally, challenges in preparing culturally appropriate context were discussed.  相似文献   

8.
This article provides school-based consultants with an overview of the English language learner (ELL) student population and common programs available to ELL students (such as English-only programs, pull-out English as a second language [ESL], content-based ESL, transitional bilingual programs, maintenance bilingual programs, and two-way or dual language bilingual education programs). Past and current research examining bilingual education programs and guidelines and recommendations for the application of bilingual education knowledge to consultative practice with school personnel and culturally and linguistically diverse parents are discussed. Because of the paucity of research regarding school-based consultation related to bilingual education issues, guidelines and recommendations are presented within the larger framework of multicultural and cross-cultural consultation. Recommendations for future research regarding school-based consultation related to bilingual education issues are provided.  相似文献   

9.
Past studies have explored the role of student science notebooks in supporting students' developing science understandings. Yet scant research has investigated science notebook use with students who are learning science in a language they are working to master. To explore how student science notebook use is co-constructed in interaction among students and teachers, this study examined plurilingual students' interactions with open-ended science notebooks during an inquiry science unit on condensation and evaporation. Grounded in theoretical views of the notebook as a semiotic social space, multimodal interaction analysis facilitated examination of the ways students drew upon the space afforded by the notebook as they constructed explanations of their understandings. Cross-group comparison of three focal groups led to multiple assertions regarding the use of science notebooks with plurilingual students. First, the notebook supported student-determined paths of resemiotization as students employed multiple communicative resources to express science understandings. Second, notebooks provided spaces for students to draw upon diverse language resources and as a bridge in time across multiple inquiry sessions. Third, representations in notebooks were leveraged by both students and teachers to access and deepen conceptual conversations. Lastly, students' interactions over time revealed multiple epistemological orientations in students' use of the notebook space. These findings point to the benefits of open-ended science notebooks use with plurilingual students, and a consideration of the ways they are used in interaction in science instruction.  相似文献   

10.
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11.
Recent science-education reforms have targeted students’ ability to ‘talk science’, especially in science classrooms. Prior research has shown that participation in scientific discourse in class is one of the most challenging scientific-literacy tasks, and particularly complex for English language learners (ELLs) at the upper elementary level. The present study explores this issue in a fourth-grade science classroom in the United States in which students from various linguistic and cultural backgrounds were studying together. Specifically, it analyzes the case of a focal Asian-background ELL who encountered challenges in her attempts to respond to the teacher’s questions and participate in the classroom academic discourse on earth science. Our analysis indicated that this ELL was unaware of the teacher’s expectations regarding the intertextual connections and academic language required to successfully accomplish science tasks. The ELL’s unexpected responses exposed a complex set of academic and social issues – notably, gaps between the teacher’s, students’, and ELL’s own expectations about language participation – that could have contributed to her supposed behavioural problems.  相似文献   

12.
This paper presents findings from a study conducted in an urban elementary school in the United States with an English language learner (ELL) student and two teachers engaged in collaborative teaching in an inclusion science classroom. This study examines the efficacy of utilising cogenerative dialogues between an ELL student and his science teacher and English as second language teacher to improve instructional practices enacted during coteaching. Drawing from field notes, teacher and student interviews, and video captured during cotaught science lessons and during cogenerative dialogues between the student and his coteachers, we examined the ways in which cogenerative dialogue expands teachers’ agency to adapt curriculum and implement instructional strategies that can better meet the needs of their students. At the same time, we examined the ways in which participation in cogenerative dialogues with his teachers expanded this student’s agency as a science learner and a language learner.  相似文献   

13.
Abstract

English language learners (ELL) are students with a primary language spoken other than English enrolled in U.S. educational settings. As ELL students take on the challenges of learning English and U.S. culture, they must also learn academic content. The expectation to succeed academically in a foreign culture and language, while learning to speak and comprehend the language itself, would be a stressful and challenging task for almost anyone. In comparison with non-ELL students, ELL students tend to demonstrate lower levels of academic achievement. The current study examined ELL students' perceptions on teacher power and its' influences on self-perceptions of learner empowerment. Quantitative data was collected measuring perceptions of teacher power use and self-perceptions of learner empowerment. Qualitative data consisted of twenty in-depth interviews with ELL students illuminating their perceptions of teacher power and its relationship to their perceptions of learner empowerment. Differences were found by language in coercive, legitimate, and expert teacher power. Four themes emerged from interviews; what good teachers do, what bad teachers do, what teachers should know, and understanding ELL students. Implications for educators and future research are discussed.  相似文献   

14.
This study examined the relations between reading fluency and comprehension among elementary school students (N = 171) in Grades 2, 3, and 5, all of whom were designated as English language learners (ELL) at some point in their educational careers. Although the overall relation between reading fluency and comprehension (r = .56) was consistent with previous research using non‐ELL student samples, results also revealed a substantial number of students (55.5%) who exhibited a significant gap (SD, 0.67 ) between their scores on reading fluency and comprehension assessments. In addition, the prevalence of students with fluency/comprehension gaps varied significantly across grade and English language proficiency levels. The results suggested that, although reading fluency and comprehension are significantly related for ELL students, practitioners should be cautious when making identification and instructional decisions for ELL students based solely on oral reading fluency data. © 2012 Wiley Periodicals, Inc.  相似文献   

15.
Despite the expectation that all students should achieve high academic standards, content area instruction and English for speakers of other languages instruction for English language learners (ELLs) have traditionally been conceptualized as separate domains, resulting in educational inequities for ELLs. This is because effective instruction to promote academic achievement for ELLs requires integration of content and language. Such inequities are more pronounced in urban schools where ELLs are disproportionately represented. In science education, research on instructional interventions to simultaneously promote science and English proficiency of ELLs has begun to emerge in recent years. Grounded in this emerging research literature, we offer specific instructional strategies to integrate science and English proficiency for ELLs in five domains: (a) literacy strategies with all students, (b) language support strategies with ELLs, (c) discourse strategies with ELLs, (d) home language support, and (e) home culture connections.  相似文献   

16.
《Educational Assessment》2013,18(3):213-255
State assessment policies define the context for local school districts to identify language minority students who need language-based instructional services and to follow the performance of these students in school. This survey of state education agencies (SEAs) in the eastern half of the United States addressed two questions: What assessment policies are states using to identify and reclassify English language learning (ELL) students from special language programs, and what assessment policies are states using to determine the participation of ELL students in statewide testing programs? Results indicated that fewer than one third of the SEAs required assessment for identification or placement of ELL students through state law or policy, leaving most of the states without procedures that would prevent mislabeling and inaccurate student counts. Almost half the states required a minimum score on a statewide test for students to be eligible for a high school diploma, yet less than one fifth of these had some kind of alternative plan for students not obtaining the minimum score. Recommendations offered to states for designing accurate and equitable assessment practices for language minority students are (a) use uniform requirements for identification and reclassification, (b) monitor district-level assessment practices, (c) select ELL students for inclusion in statewide testing based on English language proficiency, (d) use statewide testing programs to monitor the progress of former ELL students, (e) use multiple assessment procedures in statewide testing, and (f) provide alternative procedures for ELL students to meet stare test requirements for high school graduation.  相似文献   

17.
Science performance is determined, to a large extent, by what students already know about science (i.e., science knowledge) and what techniques or methods students use in performing science tasks (i.e., cognitive strategies). This study describes and compares science knowledge, science vocabulary, and cognitive strategy use among four diverse groups of elementary students: (a) monolingual English Caucasian, (b) African-American, (c) bilingual Spanish, and (d) bilingual Haitian Creole. To facilitate science performance in culturally and linguistically congruent settings, the study included student dyads and teachers of the same language, culture, and gender. Science performance was observed using three science tasks: weather phenomena, simple machines, and buoyancy. Data analysis involved a range of qualitative methods focusing on major themes and patterns, and quantitative methods using coding systems to summarize frequencies and total scores. The findings reveal distinct patterns of science knowledge, science vocabulary, and cognitive strategy use among the four language and culture groups. The findings also indicate relationships among science knowledge, science vocabulary, and cognitive strategy use. These findings raise important issues about science instruction for culturally and linguistically diverse groups of students.  相似文献   

18.
This survey study explored high school science teachers’ challenges and needs specific to their growing English language learning (ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central Virginia participated in the survey. Issues surveyed were (a) strategies used by science teachers to accommodate ELL students’ special needs, (b) challenges they experienced, and (c) support and training necessary for effective ELL instruction. Results suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers perceived that appropriate instructional materials and pedagogical training was most needed. The findings have implications for science teacher preservice and inservice education in regard to working with language minority students.
Jacqueline T. McDonnoughEmail:
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19.
The precursors of early English reading success have been widely studied for native English-speaking students, and those findings have been generalized to the English language learner (ELL) student population. However, the development of English language acquisition may be different for ELL students. The purpose of this study was to investigate the predictive role of English letter naming fluency, initial sound fluency, and vocabulary skills at the time of kindergarten entry for first grade English oral reading fluency and to examine the variability in language and literacy skills of ELL students by their demographic characteristics. The data for this study came from the Progress Monitoring and Reporting Network (PMRN), and were collected from Florida's Reading First schools. Letter Naming Fluency, Initial Sound Fluency, and Oral Reading Fluency components of Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and the Peabody Picture Vocabulary Test were used as measures. Hierarchical Linear Modeling was used to analyze the curvilinear growth of ELL students’ first grade oral reading fluency. The results of this study revealed that kindergarten English letter naming fluency was the best predictor and vocabulary skills were the second best predictor of oral reading fluency in the first grade, followed by initial sound fluency. On average, male ELL students compared to female ELL students, ELL students eligible for free or reduced price lunch eligibility (FRPL) compared to those not eligible for FRPL, and Hispanic ELL students compared to White ELL students read fewer words at the beginning of the first grade and showed a slower growth rate. English oral reading fluency scores of Asian ELL students were the highest.  相似文献   

20.
To date, assessment validity research on non-native English speaking students in the United States has focused exclusively on those who are presently English language learners (ELLs). However, little, if any, research has been conducted on two other sizable groups of language minority students: (a) bilingual or multilingual students who were already English proficient when they entered the school system (IFEPs), and (b) former English language learners, those students who were once classified as ELLs but are now reclassified as being English proficient (RFEPs). This study investigated the validity of several standards-based assessments in mathematics and science for these two student groups and found a very high degree of score comparability, when compared with native English speakers, for the IFEPs, whereas a moderate to high degree of score comparability was observed for the RFEPs. Thus, test scores for these two groups on the assessments we studied appear to be valid indicators of their content knowledge, to a degree similar to that of native English speakers.  相似文献   

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