Supporting K-12 English Language Learners in Science

The contribution of this book is to synthesize important common themes and highlight the unique features, findings, and lessons learned from three systematic, ongoing research and professional learning projects for supporting English learners in science. Each project, based in a different region of the U.S. and focused on different age ranges and target populations, actively grapples with the linguistic implications of the three-dimensional learning required by the Framework for K-12 Science Education and the Next Generation Science Standards. Each chapter provides research-based recommendations for improving the teaching of science to English learners. Offering insights into teacher professional learning as well as strategies for measuring and monitoring how well English learners are learning science and language, this book tells a compelling and inclusive story of the challenges and the opportunities of teaching science to English learners.

Cory A. Buxton is Athletic Association Professor of Education, Department of Educational Theory and Practice, University of Georgia, USA. Martha Allexsaht-Snider is Associate Professor, Department of Educational Theory and Practice, University of Georgia, USA.

1. Introduction - Teaching science to emergent bilingual learners: Research and practice at the intersection of science and language learning Cory A. Buxton & Martha Allexsaht-Snider Part 1: P-SELL: Promoting Science among English Language Learners 2. Promoting Science among English Language Learners (P-SELL) Model: Curricular and Professional Development Intervention in Elementary Science Instruction with a Focus on English Language Learners Okhee Lee, Corey O'Connor & Alison Haas 3. Promoting Science among English Language Learners (P-SELL) Research and Evaluation: Measures and Outcomes with Students and Teachers Jaime Maerten-Rivera, Lorena Llosa & Okhee Lee 4. Promoting Science among English Language Learners: Challenges in implementing and evaluating the impact of a large-scale intervention Lorena Llosa, Jaime Maerten-Rivera & Christopher Van Booven Part 2: LISELL-B: Language-rich Inquiry Science with English Language Learners through Biotechnology 5. Reassembling science teacher-educator professional learning in the LISELL-B project Cory A. Buxton, Martha Allexsaht-Snider, Regina Suriel, Shakhnoza Kayumova, Elif Karsli, & Rouhollah Aghasaleh 6. Using teacher logs to study project enactment and support professional learning in the LISELL-B project Linda Caswell, Gabe Schwartz, Daphne Minner, Martha Allexsaht-Snider & Cory A. Buxton 7. The Value of Theory and Practice in the Context of the LISELL-B Project: Examples of Plug-Ins Shakhnoza Kayumova, Rouhollah Aghasaleh & Max Vazquez Part 3: ESTELL: Effective Science Teaching for English Language Learners 8. Promoting English Language Learner Pedagogy in Science with Elementary School Teachers: The ESTELL Model of Pre-service Teacher Education Trish Stoddart 9. Capturing Pre-Service Teachers' Enactment of Amplified Science Instruction for English Language Learners Marco Bravo, Jorge Solís & Eduardo Mosqueda 10. Capitalizing on the Synergistic Possibilities between Language, Culture, and Science Jorge Solís, Marco Bravo & Eduardo Mosqueda Conclusions 11. Crosscutting findings and recommendations for research and practice in teaching science with emergent bilingual learners Martha Allexsaht-Snider, Cory A. Buxton, Yainitza Hernandez Rodriguez, Lourdes Cardozo-Gaibisso, Allan Cohen & Zhenqui Lu