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• W141943244 abstract "[ILLUSTRATION OMITTED] The more than five million English language learners (ELLs) in the United States represent over 10% of students enrolled in public schools--and this number is growing rapidly. From 1997 to 2007, growth of ELL enrollment exceeded that of overall enrollment by more than six to one (NCELA 2010). Regardless of where they teach, science educators will undoubtedly encounter ELL students in their classrooms and be expected to effectively teach science content to these students. The National Science Education Standards (NRC 1996) advocate for the use of inquiry in science teaching for all. But is this possible if students aren't fluent in English? Although teachers sometimes assume that limited English language skills make ELLs incapable of engaging in scientific inquiry, growing evidence supports the idea that a synergistic relationship [exists] between science inquiry and language development (Stoddart et al. 2002, p. 664), and that English proficiency is not necessarily a prerequisite for engaging in content learning. In fact, using inquiry with ELLs has been shown to not only enhance scientific thinking but also to facilitate English language acquisition and reasoning ability (Rosebery, Warren, and Conant 1992). One way for ELL students to engage in inquiry is through a school science fair project or other independent research endeavor. Though the traditional science fair may not be successful, science teachers can make simple modifications to help ELLs achieve the dual goals of mastering science content and enhancing English language acquisition. Modifying a project In my school, a self-contained class of ELLs completed a whole-group science fair project on the variables that affect the period of a swinging pendulum--the time it takes the pendulum to complete one back-and-forth cycle. We tested multiple variables, working through the project in several phases over several weeks. This allowed me to systematically transfer to students in a way that supported their language needs and was culturally sensitive. In Phase One, which took one week to complete, I introduced pendulums and asked students to suggest variables that might affect a pendulum's period. I provided the investigation topic and research question rather than having students generate their own: Asking questions is encouraged for deeper understanding in American culture, but this practice isn't necessarily common (or acceptable) in others (Sutherland and Dennick 2002). But students suggested variables based on their own interests. This way, students still had ownership of the investigation question, but it was presented in a less-threatening way. After making a list of possible variables, students chose the first variable to test (in this case, mass). To scaffold instruction, I explicitly provided the procedure for testing the variable. When modifying a science fair project for ELLs, the teacher's greatest challenge is striking a balance between teacher guidance and student initiative, with teachers making the decisions about how and when to foster student responsibility (Fradd et al. 2001, p. 427). Students followed my procedure and recorded their data in a table I created. Fradd and colleagues (2001) suggest that implementing a plan--not creating it--and reporting the results are the first responsibilities that students should assume. When analyzing the data in Phase One, I encouraged students to use alternative ways to communicate their thinking when struggling to find the right words. Fradd and colleagues (2001) found that providing ELLs with opportunities to communicate science through drawings, charts, tables, graphs, and computer-developed simulations reduced the language load required to participate (p. 492). Specifically, ELLs shouldn't be required to use scientific vocabulary such as independent variable or directly proportional when first tackling a science fair project. …" @default.
• W141943244 created "2016-06-24" @default.
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• W141943244 date "2011-11-01" @default.
• W141943244 modified "2023-09-23" @default.
• W141943244 title "Using Inquiry to Break the Language Barrier: English Language Learners and Science Fairs" @default.
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