Document Type
Article
Publication Date
2023
Journal Title
English Language Teaching
Volume Number
16
Issue Number
10
First Page
1
Last Page
73
DOI
https://doi.org/10.5539/elt.v16n10p73
Version
Publisher PDF: the final published version of the article, with professional formatting and typesetting
Creative Commons License
This work is licensed under a CC BY License.
Keywords
English learners, science, critical inquiry, English language development
Abstract
This article presents an overview of a 3-year series of workshops on teaching and providing multilingual learners (MLs) with access to science by utilizing effective language development strategies. The workshops were delivered to primary teachers in California and included three different modules: (a) Think and Question Like a Scientist, (b) Observe and Record Like a Scientist through Science Notebooking, and (c) Argue Like a Scientist. The activities showcase effective, research-based second language acquisition (SLA) strategies, including providing comprehensible input via paraphrasing, using visual and media resources, gestures, and the student’s native language, and modeling tasks. Additionally, scaffolding academic language through personal dictionaries, sentence frames, and native language support constitutes some of the ideas shared. Detailed descriptions highlight the “how” of addressing the needs of MLs at a variety of proficiency levels.
Original Publication Citation
Alexandrowicz, V., & Hansen, B. (2023). Addressing multilingual learners' language needs through engaging inquiry-based science. English Language Teaching, 16(10), 1–73. https://doi.org/10.5539/elt.v16n10p73
Digital USD Citation
Alexandrowicz, Viviana and Hansen, Bobbi, "Addressing Multilingual Learners’ Language Needs Through Engaging Inquiry-Based Science" (2023). School of Leadership and Education Sciences: Faculty Scholarship. 66.
https://digital.sandiego.edu/soles-faculty/66