Language learning occurs in content-rich and discourse-rich classrooms. Learn how to use interactive word walls to support listening, speaking, reading, and writing about academic language.

TAKEAWAYS:
How to: 1. organize science concepts and academic vocabulary to scaffold listening, speaking, reading, and writing about science; 2. identify vocabulary that has multiple meanings and may present comprehension challenges for multilingual learners; and 3. bridge academic language acquisition theory to classroom practice.

SPEAKERS:
Julie Jackson (Texas State University: San Marcos, TX)

In this session, participants will learn about the S.W.I.R.L. strategy and how effective implementation in a three-dimensional science classroom can enhance literacy outcomes for English Language Learners.

TAKEAWAYS:
By the end of the session, participants will be able to: 1. support language development in the science classroom; 2. incorporate research-based practices for ELL students in the science classroom; and 3. utilize productive language strategies in inquiry-based learning.

SPEAKERS:
Danielle Armstrong (DeKalb County School District: Stone Mountain, GA), Kassidy Moore (DeKalb County School District: Stone Mountain, GA)

Learn effective strategies for engaging multilingual learners and culturally diverse students in collaborative phenomenon-based sensemaking.

TAKEAWAYS:
1. Examine the principles for equitable engagement co-developed by NSTA and WIDA, and discuss how these relate to national reform efforts, but more importantly, how they are applied in science classrooms for multilingual students; 2. Examine suggested classroom norms that support collaboration and equitable engagement among linguistically diverse students and their peers—participants will engage in group discussion about equitable science teaching practices describing the data practices they currently use and which practices they would like to expand upon within their science teaching; 3. Learn new ideas about language and some new approaches to support multilingual students’ deep engagement in sensemaking; and 4. Map WIDA’s Teacher Discourse Moves and Student Discourse Moves onto the sensemaking process to support the exploration and transformation of science understanding.

SPEAKERS:
David Crowther (University of Nevada, Reno: Reno, NV)

Learn about a seven-week Saturday program that engages fifth- and sixth-grade Latinx girls and their parents in garden-based activities to develop language and science identities.

TAKEAWAYS:
Participants will: 1. learn about the evolution and goals of Family Problem-Based Learning to promote interactions and language, and to develop science content knowledge and abilities; 2. appreciate how translanguaging can be an asset in science education; and 3. learn about activities that can be used in classrooms and out-of-school programs.

SPEAKERS:
Kim Marie Rillero (Urban Farming Education: Phoenix, AZ), Adrian De Alba (Maricopa County Schools: Phoenix, AZ), Peter Rillero (Arizona State University West Campus: Glendale, AZ), Susie Oliver (Arizona State University: Tempe, AZ), Ashley Coughlin (Arizona State University: Tempe, AZ)

What strengths do English learners bring to our science classrooms? Explore an asset-based approach to building on the experience of language learning to excel in science.

TAKEAWAYS:
1. Celebrating the assets that English learners bring to the science classroom; 2. Sharing opportunities for meaning-making in the science classroom; and 3. Challenging educators to keep the expectations high for all students.

SPEAKERS:
Ann Iott (AMSTI-University of Alabama, Huntsville: Huntsville, AL), Cayce Perry (AMSTI-University of Alabama, Huntsville: Huntsville, AL), Charles Holloway (The University of Alabama in Huntsville: Huntsville, AL), Mary Headrick (AMSTI-University of Alabama, Huntsville: Huntsville, AL), Shundra Morris (AMSTI-University of Alabama, Huntsville: Huntsville, AL)