Date of this Version
DBER Group Discussion on 2014‐02‐13
Science classes for English Language Learning (ELL) students can be challenging because they are faced with learning both science content and the English language at the same time. ELL students are less likely to have the vocabulary needed to comprehend informational text, and so instruction that helps build both general academic and content‐specific vocabulary knowledge is particularly critical. In this presentation, I will present an overview of research‐based teaching strategies that are appropriate for science will be described and their theoretical underpinnings will be discussed.