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Science for ELLs: Re-thinking our approach.
The Science Teacher (2007)
  • William Medina-Jerez, Univerisity of Texas at El Paso
  • Douglas Clark, Vanderbilt University
  • Amelia Medina Rau, New Mexico State University-Las Cruces
  • Frank Ramirez-Marin, Universidad Veracruzana, Mexico
Many educators feel ill-prepared to meet the academic needs of students from culturally and linguistically
diverse backgrounds. For Oscar, a 13-year-old Mexican immigrant in the southwest, being an English language learner (ELL) brings daily challenges as he tries to keep up with learning English and the subject contents of
eighth grade. He takes classes with English speakers with the expectation that he will learn English the “natural way” by immersion. Fortunately, his older brother, who came first to the United States, tutors him in most areas. This helps Oscar cope with the multitasking role of being a nontraditional student in an American classroom. In Oscar’s school, 49% of the student population is categorized as ELL, four languages are spoken, 75% of the student population is Hispanic, and 98% of the students receive free or reduced lunch.
Publication Date
Spring March 1, 2007
Citation Information
Medina-Jerez, W., Clark, D. B., Medina, A., & Ramírez-Marin, F. (2007). Science for ELLs: Re-thinking our approach. The Science Teacher, 74(3), 52-56.