Using Science as a Context for Language Learning: Impact and Implications from Two Professional Development Programs

Abstract

Effective forums to prepare teachers to meet the instructional needs of English Language Learners (ELLs) are necessary as these students will soon constitute a majority of America’s K - 12 population.  Current research suggests that the needs of ELLs are better met when English language and content areas are addressed simultaneously.  This paper reports on how two professional development (PD) programs created, implemented, and researched training workshops to prepare teachers in promoting higher quality academic, student-to-student interactions and in increasing science literacy.  Both PD programs modified the traditional 5E inquiry learning cycle format to incorporate explicit language development strategies for teachers to utilize with their ELLs.   The two mixed-methods studies utilized teacher interviews and student scores on state-administered standardized tests.  Results from these two PD programs suggest that science is a viable, and arguably a necessary, context to enhance students’ skills in language and literacy while simultaneously developing conceptual understanding of science content.