Skip to main content
Article
Supporting language learners in science classrooms: Insights from middle school English language learner students
Language and Education
  • Sarah K. Braden, Utah State University
  • Beth A. Wassell, Rowan University
  • Kathryn Scantlebury, University of Delaware
  • Alex Grover, Rowan University
Document Type
Article
Publisher
Taylor & Francis
Publication Date
1-15-2016
DOI
10.1080/09500782.2015.1134566
Disciplines
Abstract

Increases in the number of English language learner (ELL) students in the United States has led to a significant need for research that explores teaching and learning for ELL students in science and other content-area classrooms. This qualitative study investigated middle-school ELL students’ (N = 12) beliefs and practices surrounding science learning. We explore the instructional opportunities that are lost when teachers do not take student voice into consideration when designing and implementing curricula. We contextualize these findings by relating them to a commonly used instructional model for integrating language and content instruction. We conclude with implications for teacher education and in-service teacher professional development.

Citation Information
Braden, S., Wassell, B., Scantlebury, K. & Grover, A. (2016). Supporting language learners in science classrooms: Insights from middle school English language learner students. Language & Education. http://dx.doi.org/10.1080/09500782.2015.1134566