A Practitioner's Inquiry into Vocabulary Building Strategies for Native Spanish Speaking ELLs in Inquiry-Based Science

Autor/inn/en	Williams, R. T.; Pringle, Rose M.; Kilgore, K. L.
Titel	A Practitioner's Inquiry into Vocabulary Building Strategies for Native Spanish Speaking ELLs in Inquiry-Based Science
Quelle	In: Research in Science Education, 49 (2019) 4, S.989-1000 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pringle, Rose M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-019-9848-6
Schlagwörter	Vocabulary Development; English Language Learners; Science Instruction; English (Second Language); Language of Instruction; Teaching Methods; Grade 7; Spanish; Native Language; Literacy; Middle School Teachers; Middle School Students; Science Teachers; Instructional Materials; Inquiry; Course Content; Classroom Communication + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; School year 07; 7. Schuljahr; Schuljahr 07; Spanisch; Alphabetisierung; Schreib- und Lesefähigkeit; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Science; Science teacher; Wissenschaft; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Kursprogramm; Klassengespräch
Abstract	The increase in global migration and the prioritization of English as an international language have resulted in science learning environments that include students whose primary language differs from the language of instruction. This worldwide phenomenon is not limited to geographical regions but occurs where diverse populations representing languages, cultures, ethnicities, and nationalities exist. English Language Learners (ELLs) in these classrooms face the task of learning science while learning to comprehend and participate in the discourse of science. Science teachers must therefore be strategic in providing experiences that will facilitate the development of ELLs' literacy skills to do and engage science learning. We present how one middle school science teacher, engaging in practitioner inquiry, tapped into the potential of deliberate cognate instruction to support the learning of science vocabulary within the context of inquiry-based science teaching. The 7th grade teacher adapted a graphic organizer that served to focus on ELLs learning core ideas and through deliberate cognate instruction connected their Spanish language to English. Cognates, in conjunction with other teaching strategies, proved to be an effective way for the simultaneous learning of disciplinary content knowledge and vocabulary words. The knowledge generated from this practitioner inquiry had immediate impact and though not generalizable can offer insights beyond this immediate classroom. The Spanish-English cognate was a viable tool in bridging the language differences; however, we acknowledge that limitations will occur in classrooms where the languages may not have common roots to support cognate instructions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01