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You
are here: Advancement of Science Knowledge In Language Learning ( ASKILL )
by John Shaffer and V. A. Lindley-Brunn
This article describes a study that is in the initial stage. The authors seek input from readers for reactions and suggestions on ways to implement this work.
The Advancement of Science Knowledge in Language Learning (ASKILL) project focuses on enhancing English language acquisition at the middle school level by English Language Learners (ELLs) through the study of science, scientific processes in general, and through the use of science kits in particular. This project operates under the auspices of the English as a Second Language Education Program at the University of Colorado at Colorado Springs. ASKILL is in the beginning stages of collecting and analyzing data for ELLs in middle school science to compare with U. S. National Science Foundation standards for students. The data collection will focus on the importance of classroom educational resources, how these resources correlate with effective education practices, and literacy development for the ELL student. The web site for your input is: http://web.uccs.edu/esl/ASKILL.htm
Sharp increases in ELL student enrollment lend importance to the task of improving the achievement of all students, especially those who face the greatest hurdles. Between 1976 and 1996, the percentage of ELLs in U.S. public and private schools increased from 24 to 36 percent. By the year 2010, the number of ELLs is projected to reach 42 percent based on U.S. Census Bureau estimates (1999). The four million ELLs in the United States represent approximately ten percent of the total student population of our public schools (National Center for Educational Statistics, NCES). The project goal is to enhance English language learning through the study of science content and processes. The U.S. National Science Education Standards (NSES standard D) notes that "Skilled teachers recognize the minority English learner and organize the classroom so that all students have the opportunity to participate fully." NSES continues and notes: "Make the available science tools, materials, media, and technological resources accessible to students. A student with rich experience in a topic might need access to additional resources within or outside the school; a student with a different language background might need supporting materials in that language."
And: "If policies are enacted without consideration for the resources needed to implement them, schools, teachers, and students are placed in the untenable position of meeting demands without the availability of the requisite resources." The NSES standards validate the purpose of this study. For important changes to occur, quality resources must be coupled with standards and best practices to be implemented in the classroom.
The goal of this investigation is to discover how ELLs rank in relation to NSES standards in science. Once identified, we intend to locate curriculum that provides the most appropriate materials for inquiry-based experiences. Our curriculum will emphasize hands-on, minds-on exploration and activities, processes of critical thinking, and the linguistic adaptation of content for ESL students.
Our technological age demands problem solving skills, increased resources, time, and the ability to interpret scientific data. All students should be able to use scientific processes to understand their environment and world. Middle school education is a transition period for the students as they move from primary to the secondary school where self-concept is fostered and success is essential. Teachers must engage students in interactive classrooms using varied instructional approaches. The goal for all students should be to immerse them in challenges and for them to enjoy greater levels of success. The achievement gap separating ELLs and non ELLs can be traced to gaps in core content. These differences in achievements occur for numerous reasons, whether they are within school control or outside school control, they affect student achievement.
In some cases teachers enter their own classrooms without the proper resources. As a result, much of the teacher preparation and excitement for best practices for teaching the ELL student is lost. The goal is to increase the overall academic achievement of ELLs by involvement in science inquiry through a pilot program that would develop materials/resource kits for teachers, and by teachers, to produce a resource rich classroom.
The first phase of this pilot project of investigation is the following:
· Conduct a review of the research literature related to teaching science and technology with ESL/Bilingual students
· Develop a profile of currently available science resources that are suitable for ELL students.
· Survey a nationally representative sample of public school science teachers and identify what ESL/Bilingual materials they use in their classrooms, and what is working for them in science and technology.
· Identify science resource needs that are currently unmet.
· List what resource(s) teachers would most like to have in their ESL Science classroom if money and time were not factors.
· Present research results to educational publishers and begin to construct science/technology educational support for teachers.
We look forward to your contact with us and thank New Horizons for this publication opportunity.As the investigation progresses, we will be pleased to share the results with you. Please visit our interactive website at: http://web.uccs/esl/askill
John Shaffer is actively involved with his school district in many areas and is committed to students having a firm foundation in the essential academic areas. He has received three selections for Who's Who Among American's Teachers and nominated Challenger Middle School Teacher of the Year. His real passion is watching kids learn and become excited when they are a part of making this happen, not just passively watching it happen and wondering what just happened. He looks forward to hearing all thoughts and comments! Email: jshaffer@uccs.edu
V. A. Lindley-Brunn, M.S.: Previously a research scientist at the University of Arizona, Virginia has transitioned into science education and the area of English as a Second Language with an interest in science curriculum for language learning. Currently she is the Executive Director, English as a Second Language Education Program, College of Education, University of Colorado at Colorado Springs. eslep@uccs.edu
© December 2002 New Horizons for Learning
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