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Teaching Science to English Language Learners: Building on Students’ Strengths


Edited by: Ann S. Rosebery and Beth Warren
$23.16 - Member Price  
$28.95 - Nonmember Price


$30.11 - Member Price  
$37.64 - Nonmember Price
$18.82 - Member Price  
$21.71 - Nonmember Price
Details

Type of Product:NSTA Press Book (also see downloadable PDF version of this book)
Average Rating:
 based on 3 reviews
Publication Date:1/1/2008
Pages:200
Stock Number:PB218X
ISBN:978-1-93353-125-0
Grade Level:Elementary School, Middle School
Read Inside:Read a sample chapter: Essay: Creating a Foundation Through Student Conversation
NSTA Recommends
Our reviewers—top-flight teachers and other outstanding science educators—have determined that this resource is among the best available supplements for science teaching.
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Description

Can a student’s cultural background support learning in science? Or is concentrating on the specialized vocabulary of science the best way to help English language learners learn science? This book addresses these and other pressing questions you face when working with students whose linguistic and cultural backgrounds, as well as their languages, are different from your own.

Teaching Science to English Language Learners combines research findings with classroom vignettes and the perspectives of teachers. The chapter authors strive to support your efforts to see diversity as a resource—rather than as an obstacle—in the science classroom. Among their topics:

• Building on what students know and recognizing students’ strengths
• Teaching vocabulary for learning
• Supporting the development of academic language
• Challenges associated with learning a second language
• Types of programs for teaching English language learners
• Using students’ cultural resources

Mastering the principles outlined in the book will give any teacher a broad base of knowledge from which to draw. But the book also urges you to think deeply about the roles of diversity. It offers valuable information for reflecting on, experimenting with, and adapting your instructional practices. As the authors note, “the vision of science teaching and learning put forward in this volume is one in which English language learners have as much to teach their fellow students as they have to learn from them.”


Ideas For Use

Additional Info

Science Discipline: (mouse over for full classification)
Communicating
Intended User Role:Curriculum Supervisor, Elementary-Level Educator, Middle-Level Educator, New Teacher, Teacher
Educational Issues:Achievement, Classroom management, Cultural awareness, Curriculum, Educational research, Equity, Inclusion, Learning theory, Professional development, Teacher preparation, Teaching strategies

Contents

About This Book
Acknowledgments
Introduction
Ann S. Rosebery And Beth Warren

About The Editors

Part I: Teaching From Students’ Strengths

1. Essay: Creating A Foundation Through Student Conversation
Ann S. Rosebery And Cynthia Ballenger

2. A Teacher’s Perspective: Science Talks
Mary Rizzuto

3. Essay: Using Students’ Conversational Styles
Josiane Hudicourt-Barnes And Cynthia Ballenger

4. Essay: Encouraging Students’ Imagination
Mark S. Ogonowski

5. Essay: Using Everyday Experience To Teach Science
Beth Warren And Ann S. Rosebery

6. A Teacher’s Perspective: Using Students’ Experience To Understand Science
Renote Jean-François

Part II: Teaching Academic Language

7. Essay: What Is Academic Language?
James Paul Gee

8. Essay: What Is The Vocabulary Of Science?
Catherine Snow

9. Case Study: Vocabulary
Beth Warren

Part III: Learning More

10. Essay: What Is Culture?
Norma González

11. Case Study: Using Students’ Cultural Resources In Teaching
Cathy Amanti, Norma González, And Luis Moll

12. A Teacher’s Perspective: What Is Culture?
Ana Vaisenstein

13. Essay: Learning A Second Language
Ellen Bialystok

14. Case Study: Using Two Languages To Learn Science
Cynthia Ballenger

15. A Teacher’s Perspective: Learning A Second Language
Ana Vaisenstein

16. Essay: Programs For Teaching English Language Learners
Fred Genesee And Donna Christian

17. A Teacher’s Perspective: Programs For Teaching English Language Learners
Mary Rizzuto

18. Essay: Creating Culturally Responsive Learning Communities
Eugene E. García And Okhee Lee

19. A Teacher’s Perspective: Creating Culturally Responsive Learning Communities
Ana Vaisenstein

Part IV: Teaching All Students

20. Essay: What Is Equity In Science Education?
Walter G. Secada

21. A Teacher’s Perspective: What Is Equity In Science Education?
Mary Rizzuto

22. Conclusion: Reconceptualizing Diversity In The Science Classroom
Beth Warren And Ann S. Rosebery

Contributors

Index


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National Standards Correlation

This resource has 9 correlations with the National Standards.  
[VIEW CORRELATIONS]

This resource has 9 correlations with the National Standards.  
[HIDE CORRELATIONS]

  • Science as Inquiry
    • Abilities necessary to do scientific inquiry
      • Communicate investigations and explanations.
  • Process Standards for Professional Development
    • Research-Based
      • Connect and integrate all pertinent aspects of science and science education. (NSES)
      • Address teachers' needs as learners and build on their current knowledge of science content, teaching, and learning. (NSES)
    • Design
      • Uses learning strategies appropriate to the intended goal. (NSDC)
    • Learning
      • Applies knowledge about human learning and change. (NSDC)
  • Content Standards
    • Equity
      • Prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement. (NSDC)
  • Teaching Standards
    • Teachers of science plan an inquiry-based science program for their students.
      • Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
    • Teachers of science guide and facilitate learning. In doing this, teachers
      • Recognize and respond to student diversity and encourage all students to participate fully in science learning.
    • Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry.
      • Display and demand respect for the diverse ideas, skills, and experiences of all students.


Customer Reviews
window into ELLs
  Reviewed by: Laura (Shippensburg, PA) on June 23, 2009
  This book provides an excellent window into the world of students learning both English vocabulary as well as science vocabulary. I liked the practical examples from real classrooms.

Input for presentations
  Reviewed by: Susan Anthony (Miami, FL) on July 15, 2008
  This book is an interesting tool for providing words to explain why science is an ideal tool for developing language and content together.

The Story Of science: Aristole Leads the Way
  Reviewed by: Susan Anthony (Miami, FL) on July 15, 2008
  Easy to read 3with great insight in how different trains of thought developed.

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