Language Proficiency and Rigorous Science
Instruction—What’s the Connection?
Los Angeles Convention Center - 408B
What can we learn from examining the CA ELPAC
science-related test items? Join us for a hands-on exploration into how
three-dimensional NGSS teaching and learning can increase students’
English language proficiency.
Takeaways: 1. Language proficiency is not a prerequisite for content instruction but an outcome of effective content instruction.
Science learning and language development are mutually supportive; 2. As Emerging Multilingual Learners engage in science practices, they use disciplinary language and language functions (describe, sequence, evaluate, synthesize, etc.) to make sense of phenomena and to communicate their ideas; and 3. The functional use of language in social contexts improves language learners' communication abilities. Using language for meaningful purposes in an engaging science context improves students' ability to communicate in all areas and increases their language proficiency levels as measured by the ELPAC.
Claudio Vargas (Sci-Lingual Education: Oakland, CA), Peter A'Hearn (California Association of Science Educators: Folsom, CA), Diana Velez (The Lawrence Hall of Science: Berkeley, CA)
Presenter Materials for this Session:
(Materials are only accessible to NSTA Members)
Slides for CASE Session Language Proficiency and Science
California Association of Science Educators (CASE)
Science Practices and ELD Standards K-5
Science Centered Language Development
Language and Literacy Resources: developing language in the context of science.