The Effects of English Language Proficiency and Scientific Reasoning Skills on the Acquisition of Science Content Knowledge by Hispanic English Language Learners and Native English Language Speaking Students

Abstract

The purpose of this paper was to examine the effects of English language proficiency and levels of reasoning skills of Hispanic English language learners and native English language speaking students on their acquisition of science content knowledge as measured by a state-wide standardized science test. The authors suggest that the levels of English language proficiency appear to influence the acquisition of science content knowledge of Hispanic English language learners in the study. The results also suggest that with regards to reasoning skills, students that showed high levels or reflective reasoning skills for the most part performed better on the statewide-standardized science test than students with intuitive or transitional reasoning skills. Furthermore, the findings of the paper imply that high order English language proficiency combined with high levels of reasoning skills enhances students' abilities to learn science content subject matter.