The Intersection of Inquiry-Based Science and Language: Preparing Teachers for ELL Classrooms

Abstract

As teacher educators, we are tasked with preparing prospective teachers to enter a field that has undergone significant changes in student population and policy since we were K-12 teachers. With the emphasis placed on connections, mathematics integration, and communication by the New Generation Science Standards (NGSS) (Achieve in Next generation science standards, 2012 Griffith, R., Silva, C., & Weinburgh, M. (2014). Language and literacy brokering: Becoming “linguisticians” through parent interviews. Language Arts, 91(5), 340–351. [Google Scholar]), more research is needed on how teachers can accomplish this integration (Bunch in Rev Res Educ 37:298–341, 2013 BunchGCPedagogical language knowledge: Preparing mainstream teachers fo English learners in the New Standards EraReview of Research in Education20133729834110.3102/0091732X12461772[Crossref], [Web of Science ®] , [Google Scholar]; Lee et al. in Educ Res 42(4):223–233, 2013 LeeOQuinnHValdesGScience and language for English language learners in relation to next generation science standards and with implications for common core state standards for English language arts and mathematicsEducational Researcher201342422323310.3102/0013189X13480524[Crossref], [Web of Science ®] , [Google Scholar]). Science teacher educators, in response to the NGSS, recognize that it is necessary for pre-service and in-service teachers to know more about how instructional strategies in language and science can complement one another. Our purpose in this study was to explore a model of integration that can be used in classrooms. To do this, we examined the change in science content knowledge and academic vocabulary for English language learners (ELLs) as they engaged in inquiry-based science experience utilizing the 5R Instructional Model. Two units, erosion and wind turbines, were developed using the 5R Instructional Model and taught during two different years in a summer school program for ELLs. We analyzed data from interviews to assess change in conceptual understanding and science academic vocabulary over the 60 h of instruction. The statistics show a clear trend of growth supporting our claim that ELLs did construct more sophisticated understanding of the topics and use more language to communicate their knowledge. As science teacher educators seek ways to prepare elementary teachers to help preK-12 students to learn science and develop the language of science, the 5R Instructional Model is one pathway.