Science and Language for English Language Learners in Relation to Next Generation Science Standards and with Implications for Common Core State Standards for English Language Arts and Mathematics

Educational Researcher

Volumn 42, Issue 4, 2013, Pages 223-233

  Lee, Okhee ^a   Quinn, Helen ^b   Valdés, Guadalupe ^c  

^a NEW YORK UNIVERSITY   (United States)

^b SLAC NATIONAL ACCELERATOR LABORATORY   (United States)

^c STANFORD UNIVERSITY   (United States)

Author keywords

bilingual bicultural; language comprehension development; policy analysis; science education

Indexed keywords

EID: 84878203637     PISSN: 0013189X     EISSN: 1935102X     Source Type: Journal    
DOI: 10.3102/0013189X13480524     Document Type: Article

References (52)

1. Bachman L. F.Fundamental considerations in language testing. New York, NY: Oxford University Press; 1990:.
2. Sociolinguistic perspectives on register. Biber D.Finegan E., ed. Oxford, UK: Oxford University Press; 1994:.
3. Brinton D. M.,Snow M. A.,Wesche M. B.Content-based second language instruction. New York: Newbury House; 1989:.
4. Brown B. A."It isn't slang that can be said about this stuff": Language, identity, and appropriating science discourse.Journal of Research in Science Teaching. 2006;43:96-126.
5. Brown B. A.,Ryoo K.Teaching science as a language: A "content-first" approach to science teaching.Journal of Research in Science Teaching. 2008;45:529-553.
6. Canale M.,Swain M.Theoretical bases of communicative approaches to second language teaching and testing.Applied Linguistics. 1980;1:1-47.
7. Carlsen W. S.Handbook of research on science education. Abell S. K.Lederman N. G., ed. Mahwah, NJ: Lawrence Erlbaum; 2007:57-74.
8. Common Core State Standards Initiative. (2010a). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Retrieved from http://www.corestandards.org.
9. Common Core State Standards Initiative. (2010b). Common Core State Standards for mathematics. Retrieved from http://www.corestandards.org.
10. Cornelius L. L.,Herrenkohl L. R.Power in the classroom: How the classroom environment shapes students' relationships with each other and with concepts.Cognition and Instruction. 2004;22:467-498.
11. Framework for English language proficiency development standards corresponding to the Common Core State Standards and the Next Generation Science Standards. Washington, DC: Author; 2012:.
12. Coxhead A.An academic word list. Wellington, New Zealand: Victoria University of Wellington, School of Linguistics and Applied Language Studies; 1998:.
13. Duff P. A.An ethnography of communication in immersion classrooms in Hungary.TESOL Quarterly. 1995;29:505-537.
14. Duff P. A.The discursive co-construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream.Applied Linguistics. 2002;23:289-322.
15. Echevarria J.,Short D.School reform and standards-based education: A model for English language learners.Journal of Educational Research. 2006;99:195-211.
16. Echevarria J.,Vogt M. E.Making content comprehensible for English learners. Boston, MA: Allyn & Bacon; 2008:.
17. Ellis R.Instructed second language acquisition: A literature review. Wellington, Australia: Research Division, Ministry of Education; 2005:.
18. Engle R. A.,Conant F.Guiding principles for fostering productive disciplinary engagement: Explaining an emergent argument in a community of learners' classroom.Cognition and Instruction. 2002;20:399-483.
19. Fang Z.,Schleppegrell M.Reading in secondary content areas: A language-based pedagogy. Ann Arbor, MI: University of Michigan Press; 2008:.
20. Ferguson C.Sociolinguistic perspectives on register. Biber D.Finegan E., ed. Oxford, UK: Oxford University Press; 1994:15-30.
21. Gass S. M.,Selinker L.Second language acquisition: An introductory course. Mahwah, NJ: Lawrence Erlbaum; 2001:.
22. Gee J. P.Social linguistics and literacies: Ideology in discourses. Critical perspectives on literacy and education. London: Falmer Press; 1990:.
23. Halliday M. A. K.Halliday. London: Continuum; 2002:.
24. Halliday M. A. K.,Martin J. R.Writing science: Literacy and discursive power. London: The Falmer Press; 1993:.
25. Halliday M. A. K.,Matthiessen C. M.An introduction to functional grammar. 2004). An introduction to functional grammar (3rd ed.). London: Arnold.London: Arnold; 2004:.
26. Johnson M.A philosophy of second language acquisition. New Haven, CT: Yale University Press; 2004:.
27. Kelly G.Handbook of research on science education. Abell S. K.Lederman N. G., ed. Mahwah, NJ: Lawrence Erlbaum; 2007:443-469.
28. Kelly L. G.Twenty-five centuries of language teaching. Rowley, MA: Newbury House; 1969:.
29. Sociocultural theory and second language development. Lantolf J. P., ed. Oxford, UK: Oxford University Press; 2000:.
30. Lantolf J. P.Sociocultural theory and L2.Studies in Second Language Acquisition. 2006;28:67-109.
31. Lee O.,Buxton C. A.,Lewis S.,LeRoy K.Science inquiry and student diversity: Enhanced abilities and continuing difficulties after an instructional intervention.Journal of Research in Science Teaching. 2006;43:607-636.
32. Lee O.,Fradd S. H.Science for all, including students from non-English language backgrounds.Educational Researcher. 1998;27:12-21.
33. Lemke J. L.Talking science: Language, learning and values. Norwood, NJ: Ablex; 1990:.
34. Long M. H.Native speaker/non-native speaker conversation and the negotiation of comprehensible input.Applied Linguistics. 1983;4:126-141.
35. Long M.Foreign language research in cross-cultural perspective. de Bot K.Ginsberg R.Kramsch C., ed. Amsterdam: John Benjamins; 1991:39-52.
36. Long M. H.The role of the linguistic environment in second language acquisition.Handbook of Second Language Acquisition. 1996;26:413-468.
37. A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press; 2011:.
38. Norris J. M.,Ortega L.Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis.Language Learning. 2000;50:417-528.
39. Norris J. M.,Ortega L.Amsterdam: John Benjamins; 2006:.
40. Pica T.The handbook of educational linguistics. Spolsky B.Hult F. K., ed. Malden, MA: Wiley-Blackwell; 2008:525-538.
41. QuinnH.LeeO.ValdésG. (2012). Language demands and opportunities in relation to Next Generation Science Standards for English language learners: What teachers need to know. Stanford, CA: Stanford University, Understanding Language Initiative at Stanford University (ell.stanford.edu).
42. Rosebery A. S.,Warren B.,Conant F. R.Appropriating scientific discourse: Findings from language minority classrooms.The Journal of the Learning Sciences. 1992;21:61-94.
43. Scarcella R.Academic English: A conceptual framework. Santa Barbara, CA: The University of California Linguistic Minority Research Institute; 2003:.
44. Schleppegrell M. J.The language of schooling: A functional linguistic perspective. Mahwah, NJ: Lawrence Erlbaum; 2004:.
45. Snow M. A.Teaching English as a second or foreign language. 2001). Content-based and immersion models for second and foreign language teaching. In Celce-MurciaM. (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 303-318). Boston, MA: Heinle & Heinle.Celce-Murcia M., ed. Boston, MA: Heinle & Heinle; 2001:303-318.
46. Solomon J.,Rhodes N. C.Conceptualizing academic language. Washington, DC: National Center for Research on Cultural Diversity and Second Language Learning; 1995:.
47. Stern H. H.The development of second language proficiency. Harley B.Allen P.Cummins J.Swain M., ed. Cambridge, UK: Cambridge University Press; 1990:93-109.
48. Valdés G.Between support and marginalisation: The development of academic language in linguistic minority children.International Journal of Bilingual Education and Bilingualism. 2004;7:102-132.
49. Warren B.,Rosebery A. S.,Conant F.Adult biliteracy in the United States. Spencer D., ed. Washington, DC: Center for Applied Linguistics and Delta Systems Co; 1994:191-210.
50. Windschitl M.,Thompson J.,Braaten M.Fostering ambitious pedagogy in novice teachers: The new role of tool-supported analyses of student work.Teachers College Record. 2011;113:1311-1360.
51. Wong Fillmore L.Text and context: Cross-disciplinary perspectives on language study. Kramsch C.McConnel-Ginnet S., ed. Lexington, MA: Heath; 1992:46-66.
52. Zuengler J.,Miller E. R.Cognitive and sociocultural perspectives: Two parallel SLA worlds.TESOL Quarterly. 2006;40:35-58.