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Teaching English Language Learners in the Content Areas—Science and English Language Arts
Transcript of Teaching English Language Learners in the Content Areas—Science and English Language Arts
using effective strategies to increase students' chances of academic success. Teaching English Language Learners
in the Content Areas—Science and English Language Arts I will recommend my colleagues who teach Science three resources
"Teaching science to ELLs, Part I and part II” by Martha Castañeda and Nazan Bautista (2011)
"Connecting Literacy and Science to Increase
Achievement for English Language Learners” by
Margarita Huerta and Julie Jackson (2010)
Grounded Tech integration: Science by
Margaret Blanchard, Judi Harris, and Mark
Hofer, M. (2010)
The English Language Arts teacher will find useful information on
“Using Blogs in English Language Writing Classes” by Masoud Hashemi and Vahid Najafi (2011)
“Grounded Tech Integration: English Language Arts” by Carl
Young, Judi Harris and Mark Hofer, 2010). RESOURCES BENEFITS ELLs’ primary challenge in science is that English proficiency is limited.
To accomplish this task, teachers can highlight key vocabulary. ELLs need the opportunity to demonstrate their content knowledge. This can be achieved by providing a word bank, allowing students to use pictures instead of words, converting true-or-false questions to yes-or-no questions, limiting choices, providing examples.
To fairly assess the science knowledge of ELLs, teachers need to modify the assessment. STRATEGIES CHALLENGES Ask yourself:
Students who are not yet proficient in English achieve the same academic
content standards as their English-proficient peers?
Is this a fair expectation?
Teachers and advocates for English Language Learners must shift focus
toward recognizing the linguistic and cultural assets English Language
Learners bring to the classroom—as well as the challenges of learning
academic content in a culture and language different than their own.
Through this presentation, I present you some strategies I learned in
a course at Walden University. To become more effective teachers,
we can increase student's engagement and comprehension in any
content area. INTRODUCTION By Lourdes Geyer Our Ell students face many challenges as follows: I learned many useful strategies for Science such as Tailor assessment to language proficiency, Diversify content knowledge demonstrations, Document student growth. I selected to present you this strategy "Make the assessment task accessible" Example of Science Strategy Make the Assessment task accessible
How it works
During the Assessment teacher should:
take tests in a comfortable and familiar setting,
be permitted to use a bilingual dictionary,
be allowed additional time to complete a test, and
have questions read aloud in English or in their native language, depending on their proficiency level. The benefits of using these strategies are many, for example:
Students will have more opportunities for a fair
May appropriately learn new concepts and
The students will be able to participate more
and openly in class
They do not feel afraid to make mistakes
Give the opportunity to learn the language of science
and English language Arts properly
Lead to positive results on tests or homework and
cover themes following the appropriate standards
The emphasis on student’s motivation promote participation in the classroom Example of English Language Arts Strategy "Reading Strategies for Beginning Readers" A story map is a visual representation of settings or the sequence of major events and actions of the characters in the story. This strategy helps students to visualize the characters in the story, events and happenings that occurred. It also helps students to develop a sense of history. How it works Strategy for Upper school Strategy for Lower school Content in class is covered very fast
The language of science is specific and vast
Sentences structure in science texts is complex
Many concepts are explained shortly on one
page of the text book
Students need to become familiar with grammar
Lack of access to content (week 1)
Students are familiar with social language which is different to content academic language (week 2)
Applying Sheltered Instruction is a method of teaching ELL students where both content and language development objectives are taught (week 3) Science