Science Education · 2019 · 130 citations · 25 references
Second Language LearningScience EducationScience TeachingEducationLanguage EducationInstructional Materials DevelopmentLanguage LearningLanguage TeachingInstructional DesignSecond Language AcquisitionScience Instructional ShiftsLanguage AcquisitionEnglish LearnersLanguage StudiesSecond Language EducationScientific LiteracyLearning SciencesLanguage CurriculumLanguage IntegrationK‐12 Science EducationEnglish Language ArtsSecond Language StudiesSecond Language Teaching
The framework builds on the NRC 2012 K‑12 Science Education framework and NGSS, integrating science instructional shifts with contemporary second‑language acquisition theory. The study aims to present a conceptual framework that integrates science and language learning for all students, including English learners, and to outline implications for future research. The authors describe the framework’s perspective and design principles and illustrate how it can be applied to create NGSS‑aligned instructional materials that support science and language learning for elementary students, including English learners. The framework demonstrates that collaboration between science and EL education can support all students, especially English learners, in meeting rigorous content standards while developing English proficiency.
Abstract The purpose of this study is to present a conceptual framework that integrates science and language learning for all students, including English learners (ELs). This framework is grounded in the mutually supportive nature of science instructional shifts, spurred by A Framework for K‐12 Science Education (National Research Council, 2012. A framework for K‐12 science education: Practices, crosscutting concepts, and core ideas) and the Next Generation Science Standards (NGSS), and language instructional shifts, informed by contemporary thinking in second language acquisition. First, we describe the conceptual framework that consists of our perspective and design principles. Then, we describe one approach for using the conceptual framework to develop NGSS‐aligned instructional materials that promote science and language learning with elementary students, including ELs. Finally, we offer implications for future research for our own design research specifically and for the field more broadly. The conceptual framework highlights how substantive collaboration between content areas, such as science, and the field of EL education can help ensure that all students, and ELs in particular, are supported in meeting rigorous content standards while developing proficiency in English.
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Design Experiments in Educational Research
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