ERIC Publications; Reference Materials - Bibliographies; Reports - Evaluative
This paper, which considers effective science teaching and learning for limited English proficient (LEP) students in U.S. schools, is based on the assumption that science and English language can be effectively learned together without excessive emphasis on students' native language, although teachers and aides who have knowledge of LEP students' first language can enhance instruction through its judicious use. Science and language instructional goals for LEP minorities; pedagogical practices that either enhance or inhibit the attainment of these goals of enhanced learning; publications that support the proposed pedagogical practices; and science/curriculum and instruction for LEP students, are all discu ssed or provided. Central to the pedagogy described n this monograph is the use of related or thematic lessons in which sciences serves as the driving force though the materials integrate both science and language (English). Each related lesson series is referred to as an IALS or integrated activity (ased) learning sequence; an IALS for the elementary grades, called "How Do Living Things Behave?" is described in full. Ways in which the IALS integrates the best pedagogical practices to greatly enhance science and basic skills learning among LEP students; the nature of science driven instruction for LEP students; and conditions to support reform in science driven instruction for these students are also described. Two appendixes are included. Appendix A provides an example of another IALS, this one designed for the upper grades. Appendix B provides 157 annotated references for science teachers, educators, policymakers, and others for improving science instruction for LEP students. (RLC)
Language Minorities; Reform Efforts
1 - Available on microfiche
ERIC Clearinghouse on Urban Education, New York, NY.