![]() ![]() The addition of the complex terms and concepts of science can make learning even more difficult. What seems normal speed to a native speaker is extremely fast to a language learner or to a student with a hearing impairment. Speak slowly, distinctly, and write down key terms – Anyone who has learned a foreign language in class, then traveled to a country where the language is spoken, has noticed that it is difficult to understand natives because they seem to “talk too fast”. Use a variety of methods to see which work best with your teaching style and students. Many of the strategies that are useful for English language learners are effective for differentiating instruction for other students as well. Difficulty learning English should not be confused with an inability to think scientifically. Science has a complex vocabulary that is difficult even for native English speakers to learn. The science classroom is often a frustrating place for English language learners. In this section we reference ELL strategies and activities that are found throughout this book. ![]() The Institute of Education Sciences of the United States Department of Education defines English language learners (ELL) as: “Individuals who (1) were not born in the United States or whose native language is a language other than English or (2) come from environments where a language other than English is dominant or (3) are American Indians and Alaskan Natives and who come from environments where a language other than English has had a significant impact on their level of English proficiency and who, by reason thereof, have sufficient difficulty speaking, reading, writing, or understanding the English language, to deny such individuals the opportunity to learn successfully in classrooms where the language of instruction is English or to participate fully in our society.” Today’s science teachers must be prepared to teach students whose first language is not English. For example, in 2002, nearly 42% of students in Los Angeles Unified School District, the second largest district in the country, were classified as English language learners. Most of this increase in diversity was due to immigration from Latin America and Asia, and with this increase in ethnic diversity came a corresponding increase in linguistic diversity. In 2003, 42 percent of American public school students were of racial or ethnic minorities, up 22 percent from 30 years before. Strategies for Teaching Science to English Language Learners 7 - Thinking Critically & Misconceptions.
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