Helping English Language Learners in the Science Classroom

Helping English Language Learners  in the Science Classroom For English Language Learners, school can be a frustrating and potentially overwhelming experience. In school, these students are faced with the challenging task of learning content while simultaneously acquiring English.  Science texts and discussions are filled with obscure vocabulary, which is often difficult for native speakers to master. Understandably, English Language Learners (ELLs) also often struggle with the language of science. This difficulty is not to be confused with an inability to think scientifically or to apply the scientific method. In some cases, ELLs may come from a strong science background, but they may not be able to transfer their learning due to the language barrier. Fortunately, there are many strategies for helping English Language Learners succeed in your classroom. Many of these strategies are also effective for differentiating instruction for other students in the classroom. Planning For Success Effective science teachers use a variety of methods to help students understand detailed, often complicated, scientific processes. Teaching English Language Learners requires a similar approach. Consider the following strategies as you plan future lessons: Utilize and share lecture outlines. Outlines can help ELLs remain focused and in step with the lesson. Communicate using many formats. Graphs, charts, and figures that do not rely primarily on written or spoken language to convey information can be extremely helpful. Layout of visual aids should be clear and uncluttered. Focus on key science terms. Use short, less complex sentences to teach and reinforce important vocabulary before, during, and after the lesson. Make use of students' background knowledge of science concepts. Attempt to discover what ELLs already know about a given topic and build upon it. Have students identify familiar terminology. Many science terms are used internationally. Ask students to inform you when they recognize this type of vocabulary. Assign group projects to help ELLs master concepts. Project work provides opportunities for exchanging ideas, researching, writing, and presenting. Using a variety of skills can increase understanding and retention. Creating a Positive Science Classroom Environment Students who are learning English may be reluctant to participate in classroom discussions and activities. A positive, supportive environment has a tremendous impact on student comfort level, motivation, and success. These strategies can make your science classroom a more inviting place for students with limited English proficiency: Establish consistent science classroom routines. When specific activities proceed in similar ways each time they occur, students are freed to concentrate on content rather than trying to determine what will happen next. Increase peer interaction. Compose lab groups with care. A student who is learning English might benefit from being partnered only with strong English speakers. Based on the skill and confidence of the individual student, adding someone to the group who could assist with translation might be appropriate. Develop meaningful, relevant tasks in which students utilize science tools. Hands-on activities provide a forum for success for all students, regardless of language ability. Consider your seating plan. Students with limited English proficiency might benefit from sitting closest to the instructor, to a student who might assist with translation, or to a particular classroom resource. Increasing Opportunities for Communication Science is rarely done in isolation. It requires discussion, sharing of ideas, and frequent communication. Providing opportunities for learning in this manner will help students who are learning both English and science content. Consider the following strategies for increasing communication: View lab time as an opportunity for one-on-one communication. As you move about the room, speak individually with students. Ask questions about what they are doing and learning in the lab activity, and devote time to listening to their responses. Increase opportunities for informal dialogue. The more opportunities an English Language Learner has for informal conversation, the more quickly he will master the language. Allow adequate wait time. While the correct answer to a question may quickly occur to an English Language Learner, translating thoughts to English and formulating a reply will take longer. Be patient. Resist the temptation to finish a sentence or supply a word for a student who is making an earnest attempt. Model science language. When a student uses a term incorrectly, incorporate it into a sentence to demonstrate appropriate usage. Provide positive reinforcement when a term is used correctly. Use normal volume and pace of speech. Speaking loudly does not increase comprehension for English Language Learners. Measure speech, particularly when introducing new vocabulary or concepts. Do not insist that ELLs speak in front of the class. A student will speak up in class when he or she is ready. Allow for other modes of participation. Managing Safe and Productive Laboratory Exercises Lab work requires a high level of understanding between student and teacher. Increased independence during laboratory exercises raises issues of both safety and comprehension. The following strategies can increase the safety and effectiveness of lab activities: Develop clear procedural steps. Consider using flow charts and pictures to outline steps of the procedure. If written, use consistent terminology, introducing as little new vocabulary as possible. Begin lab activities as teacher demonstrations. Model procedures that are new for students or may cause confusion. Define key terminology in lab procedures. Misunderstanding of new vocabulary should not result in performing poorly during lab activities. Begin with lab exercises that use non-hazardous chemicals, procedures, and equipment. Giving ELLs the opportunity to build confidence will increase their chance of success and decrease your need to be overly protective. Provide a pictorial guide on the materials table. A visual reference will help ELLs successfully manage chemicals and equipment. Teach safe laboratory procedures using a variety of formats. Demonstration, multimedia, and graphics can be used to communicate information about lab safety. Display safety symbols. Safety symbols should be posted throughout the lab, as well as in appropriate locations on lab handouts. Science is an International Language Teachers of limited English proficiency students must keep in mind that true science is not any specific content or terminology, but an approach that can be taken to solving any problem encountered. Help students understand that science involves questioning, gathering and analyzing data, and communicating findings. This is as important as helping them acquire content. As students master the intricacies of the English language, their confidence in mastering the language of science will also grow. This article was contributed by Jennipher Willoughby, a freelance writer and former science and technology specialist for Lynchburg City Schools in Lynchburg, Virginia. Published by Glencoe/McGraw-Hill, a division of the Educational and Professional Publishing Group of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, New York 10020. Copyright © 2000-2005 Glencoe/McGraw-Hill. All rights reserved. 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