effective strategies for english language learners in science
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Effective Strategies for English Language Learners in Science. Melinda Moya Spring 2012. Table of Contents. Statement of the Problem Pros and Cons Literature Review Hypothesis Participants & Instruments Research Design Threats To Validity - PowerPoint PPT PresentationTRANSCRIPT
Effective Strategies for English Language Learners in Science
Melinda MoyaSpring 2012
Statement of the Problem Pros and Cons Literature Review Hypothesis Participants & Instruments Research Design Threats To Validity Pre-Test and Post-Test for Experimental Group Pre-Test and Post-Test for Control Group Data Analysis Discussion and Implementation References
Table of Contents
Today’s curriculum seeks to differentiate instruction for all learners. Differentiation for English Language Learners or ELL’s has proven to be a challenge for many teachers. The teacher is constantly faced with the question on how to develop language skills for ELL’s. The issue that has arisen through years of testing ELL’s is that on the surface it may seem that ELL’s are communicating with teachers and peers in the new language, but the struggles seem to be within the content or academic language that is needed to excel in today’s educational system. One major struggle for ELL’s is in the content area of Science. Within the fourth and Eighth grades students are expected to gain a passing score in the state exam. In the recent past this has been a major concern for individuals educating ELL’s since success in these exams are abysmal.
Statement of the Problem
Pros
• Effective language strategies include a revamping on assessment tools as well as inclusion of academic language in the content areas. Providing ELL’s with academic language skills will develop both the language and knowledge in the content. (Gibbons, B.A., 2003)
Cons• Since the No Child Left
Behind Act teachers are left with teaching for the test and little time is left to develop language assessment as well as language based lesson plans. In addition no assessment has been developed on the testing of the content in the home language.
Pros and Cons
Inquiry-based instruction
Inquiry-based instruction supports language acquisition as well as knowledge in the scientific concept being taught. (Lee 2005) Scientific inquiry instruction should allow students to investigate, observe, analyze, and question current studies, which will develop a deeper understanding of the concept. (Smith, Desimone, Zeidner, Dunn, Bhatt, & Rumyanteseva, 2007).
Review of Related Literature
Language connection Current practices in Science fail to incorporate the ELL’s
homelanguage as a form for achievement. (Goldenberg, 2008) Teachers must become familiar with the three- tier model of
vocabulary development. (Sibold, 2011). Technology connection Technology will not only develop basic literary skills but
develop skills needed to function in today’s modern world. Such technology includes blogging, wiki spaces, podcasts and language enrichment programs. (Chantel (2002), Colombo (2007), Hoffman et (2002), Shapley, Sheehan, Maloney, & Carnikas-Walker (2011), and Zha, Kelly, Park & Fitgerald (2006)
Review of Related Literature Cont…
Integrating inquiry based learning through technology to ten eighth graders at JHS XX for 45 minute three times a week, for a period of six weeks students will increase vocabulary and comprehension skills as measured by state reference and teacher created test.
Research Hypothesis
Participants Participants will be fourteen eighth grade
students from JHS xx in Staten Island N.Y. All students are from low socio-economic group from varying cultural backgrounds. InstrumentsComputer based program (Teenbiz 3000) that build language skills. Two assessments will be given to the students.
Pre and post student surveys. In addition pre and post practice state exams
Method
Quasi-Experimental Design:Nonequivalent Control Group Design Two groups of ELL students. The first group is the
experimental group X1
The second group is the control group X2. Here the treatment will be classroom instruction.
Both groups will receive a Pre-test and a Post-test O. Symbolic Design:• O X1 O• O X2 O
Research Design
History: Schedule Changes Maturation: Students individual attitude and
experience towards Science, language skills, and computer usage may lead to loss of interest or participation.
Testing sensitization: Students may not take Pre-testing or post-testing seriously.
Threats to Internal Validity
Pretest-treatment: Pre-test scores may
affect feelings and memorization in post-test. Hawthorne effect: Students may have the
feeling of “being watched” and they perform according to the way they think researcher wants to find.
Experimental effects: Researchers bias on experimental group.
Threats To External Validity
Pre-test and Post-Test for Experimental
Group
Student 1
Student 3
Student 5
Student 7
Student 9
Student 11
Student 13
0 10 20 30 40 50 60 70 80
Series3Post-TestPre-Test
Mean: 57.35714
Correlation of Post Test to Hours Spent
Online
4 4.5 5 5.5 6 6.5 7 7.5 80123456789
rxy= 0.886957Hours Spent on Teenbiz
Post TestScores
Correlation of Post Test to Confidence
level
3.5 4 4.5 5 5.5 6 6.5 7 7.5 8 8.50
1
2
3
4
5
6
Confidence level
Post Test Scores
Rxy= 0.732163
Data Dispersion
30 40 50 60 70 80 90 100 110
Mean = 59.5Mode = 60 STE.DEV= 8.5
Post Test scores
The action research shows a slight increase in
students post test scores when exposed to Teenbiz 3000 online program.
After intervention students expressed an increase in confidence level when it came to science. There is a strong correlation on confidence level and test scores.
Further research needs to be done on the longer affects of confidence level affects and test scores. In addition would skills increase at a quicker pace if home language is included in the instruction.
Discussion and Implementation
Carlone, H. B., Haun-Frank, J., Webb, A. (2010). Assessing Equity
Beyond Knowledge- and Skills-Based Outcomes: A Comparative Ethnography of Two Fourth-Grade Reform-Based Science Classrooms. Journal of Research in Science Teaching. Volume 48(5), 459-485.
Colombo, M.W., Colombo, P.D., (2007). Blogging to Improve Instruction in Differentiated Science Classrooms. Phi Delta Kappan. Retrieved from the JSTOR database.
Gibbons, B.A., (2003). Supporting Elementary Science Education for English Learners: A Constructivist Evaluation Instrument. The Journal of Educational Research. Volume 96(6), 371-380.
Janzen, J., (2004). Teaching English Language Learners in the Content Areas. Retrieved from ERIC database.
References
Lee, O., Buxton, C., Lewis, S., LeRoy, K., (2005).
Science Inquiry and Student Diversity: Enhanced Abilities and Continuing Difficulties After an Instructional Intervention. Journal of Research in Science Teaching. Volume 43(7), 607-636.
Lee, O., Fradd, S.H., (1998). Science for All, Including Students From Non-English-Language Backgrounds. Review of Educational Research. Volume 27(4), 12-21.
Lee, O., (2005). Science Education with English Language Learners: Synthesis and Research Agenda. Review of Educational Research. Volume 75(4), 491-530.
Murphy, A.F., (2009). Tracking the Progress of English Language
Learners. Phi Delta Kappan. Retrieved from JSTOR database. Niss, M. L. (2005). Preparing Teachers to Teach Science and
Mathematics with Technology: Developing a Technology Pedagogical Content Knowledge. Teaching and Teacher Education. Volume 21, 509-523.
Pluta, W.J., Chinn, C. A., Duncan, R.G. (2010). Learners’ Epistemic Criteria for Good Scientific Models. Journal of Research in Science Teaching. Volume 48(5), 486-511.