Abstract
English language learners (ELLs) are expected to meet the same academic standards as those of their fluent English-speaking peers while simultaneously acquiring a second language. This task can be challenging for both students and teachers alike. Science is a content area that encompasses both challenging discourse structures and academic vocabulary. It can, however, provide an in-depth context for developing a second language. The purpose of this qualitative case study was to investigate the impact of an instructional routine on participants’ acquisition and utilization of scientific discourse. It took place at an elementary school in the Midwest, United States. The intervention utilized language development strategies, explicit vocabulary instruction, and authentic communication during scientific inquiry. The results concluded that the four participants who received the intervention showed gains in their abilities to successfully express their understanding of scientific concepts as reflected in their writing. The conclusions drawn from this study included ELLs can benefit from receiving an intensive, language-rich intervention in their English language development.
| Original language | American English |
|---|---|
| Journal | Journal of Teacher Action Research |
| Volume | 9 |
| State | Published - 2022 |
Keywords
- English as a Second Language instruction
- science
- academic language
Disciplines
- Bilingual, Multilingual, and Multicultural Education
- Elementary Education
- Language and Literacy Education