Since 1995, the population of English language learners (ELLs) in the United States has increased by an astonishing 57% (Maxwell 2009). Though ELLs come from many different backgrounds, they share the common challenge of learning English while responding to academic content demands. Part I of this two-part article provides key strategies every science teacher should know to better accommodate ELLs in the science classroom. Fortunately, all students not just ELLS will benefit from using these strategies in the classroom.
Type Journal ArticlePub Date 3/1/2011Stock # tst11_078_03_35Volume 078Issue 03