Targeting Content Area Literacy Instruction to Meet the Needs of Adolescent English Language Learners

Watkins, Naomi M.; Lindahl, Kristen

doi:10.1080/00940771.2010.11461718

Cited by 16 publications

(7 citation statements)

References 7 publications

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“…In addition to language, science involves a certain set of practices referred to as science and engineering practices [9] and new ways of thinking about the natural world [7]. Therefore, to facilitate students' learning, researchers have advocated the integration of literacy and science and determined that this integration can promote improved English literacy skills and scientific thinking for EL and EC students (e.g., [10][11][12][13][14][15][16][17][18][19]). Engaging in inquiry-based instruction has resulted in or promoted improved student learning for the general student population and has been noted by several researchers and scholars for over 50 years (e.g., [20][21][22][23][24][25]).…”

Section: Literacy-infused Inquiry-based Science For Els and Ecsmentioning

confidence: 99%

Assessing Conceptual Understanding via Literacy-Infused, Inquiry-Based Science among Middle School English Learners and Economically-Challenged Students

et al. 2018

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Abstract:The overarching purpose of our study was to compare performances of treatment and control condition students who completed a literacy-infused, inquiry-based science intervention through sixth grade as measured by a big idea assessment tool which we refer to as the Big Ideas in Science Assessment (BISA). First, we determine the concurrent validity of the BISA; second, we investigate the differences in the post-test of the BISA between treatment and control English Learners (ELs), controlling for their performance in the pre-test; third, we analyze the differences in the post-test of the BISA between treatment and control non-ELs, controlling for their performance in the pre-test; and fourth, we examine the relationship between students' English language proficiency as measured by standardized assessment, and their performance in the BISA among ELs and non-ELs, respectively. Our findings indicate: (a) literacy-infused science lessons with big ideas, implemented through the tested intervention, improved students' language acquisition and science concept understanding for ELs and economically challenged students (ECs); (b) there was a positive relationship between language and content for both ELs and non-ELs, with a similar magnitude, suggesting that students with a higher level of English proficiency score higher in science assessment; and (c) the lesson plans prepared were successful for promoting a literacy-infused science curriculum via a 5E Model (Engage, Explore, Explain, Elaborate, and Evaluate) that includes three to five of the Es used daily. A pedagogical approach for a literacy-infused science model with big ideas is proposed.

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Section: Literacy-infused Inquiry-based Science For Els and Ecsmentioning

confidence: 99%

Assessing Conceptual Understanding via Literacy-Infused, Inquiry-Based Science among Middle School English Learners and Economically-Challenged Students

et al. 2018

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“…The SIOP Model can be applied to any schooling situation where students are learning content through a new language. It can used with any state standards, in any grade and in any subject (see for example, Watkins &Lindahl, 2010 andWhittier &Robinson 2007.). However as with most interventions, lasting effects require structures at the school level, such as onsite coaching, to sustain the teacher development necessary for delivering effective sheltered instruction (Batt, 2010;Friend, Most & McCrary, 2009;McIntyre et al, 2010).…”

Section: Resultsmentioning

confidence: 99%

How to Integrate Content and Language Learning Effectively for English Language Learners

Short

2017

EURASIA J MATH SCI T

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This paper describes the challenges and successes of developing and scaling up a researchbased instructional intervention known as the SIOP (Sheltered Instruction Observation Protocol) Model. The SIOP Model is an approach used widely in the United States for teaching subjects like mathematics and science to students learning through English, a new language. Teachers integrate techniques that make the concepts accessible with techniques that develop the students' skills in the academic language of the specific subjects. This article describes a program of research that developed the SIOP Model in one study and then tested its efficacy and refined its professional development design in subsequent studies in a number of different contexts over 15 years. Results revealed that students with teachers who were trained in the SIOP Model and implemented it with fidelity performed better on assessments of academic language than students with teachers who were not trained in the model.

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“…It can used with any state standards, in any grade and in any subject (see for example, Watkins &Lindahl, 2010 andWhittier &Robinson 2007.). However as with most interventions, lasting effects require structures at the school level, such as onsite coaching, to sustain the teacher development necessary for delivering effective sheltered instruction (Batt, 2010;Friend, Most & McCrary, 2009;McIntyre et al, 2010).…”

Section: Resultsmentioning

confidence: 99%

Volume 13 Issue 7b Complete Issue

Office¹

2017

EURASIA J MATH SCI T

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Targeting Content Area Literacy Instruction to Meet the Needs of Adolescent English Language Learners

Cited by 16 publications

References 7 publications

Assessing Conceptual Understanding via Literacy-Infused, Inquiry-Based Science among Middle School English Learners and Economically-Challenged Students

Assessing Conceptual Understanding via Literacy-Infused, Inquiry-Based Science among Middle School English Learners and Economically-Challenged Students

How to Integrate Content and Language Learning Effectively for English Language Learners

Volume 13 Issue 7b Complete Issue

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