logo

Currently browsing Science

Amaral, O., Garrison, L., & Klentschy, M. (2002). Helping English learners increase achievement through inquiry-based science instruction. Bilingual Research Journal 26 (2), 213-239. http://brj.asu.edu/content/vol26_no2/pdf/ART2.PDF

Bailey, A.A., Butler, F.A., LaFramenta, C. & Ong, C. (2004). Toward the characterization of academic language in upper elementary science classrooms. CSE Report 621. Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).

Bernhardt, E., Hirsch, G., Teemant, A., & Rodriguez-Munoz, M. (1996, February). Language diversity and science: Science for limited English proficiency students. The Science Teacher, 63(2), 24-27

Buck, G. (2000, November/December). Teaching science to English as a second language learners. Science and Children 38(3), 38-41.

Buhrow, B. & Upczak Garcia, A. (2006). Ladybugs, tornadoes, and swirling galaxies. English language learners discover their world through inquiry. Portland, ME: Stenhouse.

Dobb, F. (2004) Essential Elements of Effective Science Instruction for English Learners, 2nd edition. California Science Project. http://csmp.ucop.edu/downloads/csp/essential_elements_2.pdf

Fang, Z. (2006). The language demands of science reading in middle school. International Journal of Science Education 28(5), 491-520.

Fathman, A. K., Quinn, M. E., & Kessler, C. (1992). Teaching science to English learners, grades 4–8. NCBE Program Information Guide Series, 11, 1–25. http://www.ncela.gwu.edu/pubs/pigs/pig11.htm

Fradd, S., & Lee, O., (1999). Teachers’ roles in promoting science inquiry with students from diverse language backgrounds. Educational Researcher , 28(6)

Honnert, A.M. & Bozan, S.E. (2005). Summary frames: Language acquisition for special education and ELL students. Science Activities 42(2), 19-29.

Kearsey, J., & Turner, S. (1999, October). The value of bilingualism in pupils’ understanding of scientific language. International Journal of Science Education, 21(10), 1037-1050.

Lee, O. (2005). Science education with English language learners: Synthesis and research agenda. Review of Educational Research, 75 (4), 491-530

Lee, O. & Luykx, A. (2005). Dilemmas in scaling up innovations in elementary science instruction with nonmainstream students. American Educational Research Journal 42(3), 411-438.

Lee, O. (2004). Teacher change and beliefs and practices in science and literacy instruction with English language learners. Journal of Research in Science Teaching 41, 65-93.

Lee, O., & Fradd, S. H. (1996, November). Literacy skills in science learning among linguistically diverse students. Science Education 80(6), 651-671.

Lee, O., & Fradd, S.H. (1998). Science for all, including students from non-English-language backgrounds. Educational Researcher 27(4), 12-21.

Luykx, A., Lee, O., Hart, J., Deaktor, R. (2007). Cultural and Home Language Influences on Children’s Responses to Science Assessments. Teachers College Record 109(4), 897-926

Medina-Jerez, W., Clark, D., Medina, A., Ramirez-Marin, F. (2007 March). Science for ELLs: Rethinking our approach. The Science Teacher, 74(3), 52-56.

Minicucci, C. (1996). Learning science and English: How school reform advances scientific learning for limited English proficient middle school students. Educational Practice Report: 17. Santa Cruz, CA: National Center for Research on Cultural Diversity and Second Language Learning.

Padron, Y. N. & Waxman, H. C. (1993). Teaching and learning risks associated with limited cognitive mastery in science and mathematics for LEP students.    
http://www.ncela.gwu.edu/pubs/symposia/third/padron.htm

Reyhner, J. & Davison, D. M. (1993). Improving mathematics and science instruction for LEP middle and high school students through langauge activities. Third National Research Symposium on Limited English Proficient Student Issues: Focus on Middle and High School Issues.   http://www.ncela.gwu.edu/pubs/sympoia/third/reyhner.htm

Rice, D. C., Pappamihiel, N.E. & Lake, V.E. (2004). Lesson adaptations and accommodations: Working with native speakers and English language learners in the same science classroom. Childhood Education, 121-127.

Simich-Dudgeon, C., & Egbert, J. (2000, March). Science as a second language: Verbal interactive strategies help English language learners develop active vocabulary. The Science Teacher 67(3), 28-32.

Spanos, G. (1993). ESL math and science for high school students: Two case studies.
http://www.ncela.gwu.edu/pubs/symposia/third/spanos.htm

Westervelt, M. (2007). Schoolyard inquiry for ELLs. The Science Teacher, 74(3), 47-51.