Fossils, inquiry, and the English language learner

摘要

Teaching seventh-grade science to culturally and linguistically diverse students in New York City is a challenge. My English language learners (ELLs) come from all over the world, including Tibet, China, India, Indonesia, Eastern Europe, and Central and South America, and range in English language ability from beginning to advanced. To improve the success of these students, I integrate language-acquisition skills into all my lessons, which results in better engagement and success for my ELL students. Further, the authentic context allows my students to engage in important scientific practices as outlined in the Next Generation Science Standards (NGSS) (NGSS Lead States 2013). One specific lesson I taught incorporated ELL language-acquisition strategies into an inquiry-based fossil investigation.