Abstract
This paper presents findings from a 4-year project that developed and implemented a blended inquiry science and English Language Development (ELD) program in a large urban California school district. The sample included over 2,000 students in Kindergarten through 5th grade. Participating students’ English and science achievement was compared to a similar group of students who were using the district’s established English language development curriculum. Student performance on statemandated English and science assessments were analyzed using Mann–Whitney U tests for overall performance and by number of years of treatment. Modest but statistically significant improvement was found for students who participated in the blended program. Results from this study suggest that restricting instructional minutes for science to provide additional time for ELD and English language arts may be unnecessary. Rather, allowing consistent time for science instruction that incorporates ELD instruction along with inquiry science experiences may provide the authentic and purposeful context students need to develop new language without restricting access to science content.
Similar content being viewed by others
Notes
While the gains reported are statistically significant the magnitude of the differences is not large. It is important to keep in mind that the teachers’ science teaching skills and content knowledge were developed over the 3 years of the program. These findings do not reflect the impact of a polished set of instructional materials or pedagogy but rather one that was developed throughout the lifetime of the project. Although the gains are small, the fact that they exist suggests that with further development, larger effect sizes might be seen.
References
American Association for the Advancement of Science (AAAS). (2009). Benchmarks for science literacy: Project 2062. Oxford: New York.
Brown, Z. A., & DiRanna, K. (2012). Equal access to content instruction for English learners: An example from science. San Francisco, CA: Region IX Equity Assistance Center at WestEd.
California Department of Education. (2005). STAR CST Blueprints. Retrieved 3/8/13 http://www.cde.ca.gov/ta/tg/sr/blueprints.asp.
California Department of Education. (2009). 2008–2009 Accountability progress reporting (APR). Retrieved 8/10/09 http://api.cde.ca.gov/AcntRpt2009/2008Base_DstApi.aspx?allcds=196488.
California Department of Education (2012). CST Released Test Items. Retrieved 3/6/13. http://www.cde.ca.gov/ta/tg/sr/css05rtq.asp
DiRanna, K., Topps, J., Cerwin, K., & Gomez-Zwiep, S. (2009). Teaching learning collaborative: a process for supporting professional learning communities. In S. Mundry & K. E. Stiles (Eds.), Professional learning communities for science teaching: lessons from research and practice (pp. 35–54). Arlington, VA: NSTA press.
Dorph, R., Shields, P., Tiffany-Morales, J., Hartry, A., & McCaffrey, T. (2011). High hopes–few opportunities: The status of elementary science education in California. Sacramento, CA: The Center for the Future of Teaching and Learning at WestEd.
Gomez-Zwiep, S., Straits, W. J., Stone, K. R., Beltran, D., & Furtado, L. (2011). The integration of English language development and science instruction in elementary classrooms. Journal of Science Teacher Education, 22, 769–785.
Kieffer, M. J., Lesaux, N. K., Rivera, M., & Francis, D. J. (2009). Effectiveness of accommodations for English language learners taking large-scale assessments. Review of Education Research, 79(3), 1168–1201.
Klein, S., & Bolus, R. (2006). Statistical analysis of Macmillan McGraw Hill California practice tests. Boston, MA: WestEd.
Larger, C. A. (2006). Types of mathematics-language reading interactions that unnecessarily hinder algebra learning and assessment. Reading Psychology, 27(2–3), 165–204.
Lee, O., Buxton, C., Lewis, S., & LeRoy, K. (2006). Science inquiry and student diversity: Enhanced abilities and continuing difficulties after instructional intervention. Journal of Research in Science Teaching, 43(7), 607–636.
National Research Council. (2012). National science education standards. Washington DC: National Academy Press.
Solorzano, R. W. (2008). High stakes testing: Issues, implications, and remedies for English language learners. Review of Educational Research, 78(2), 260–329.
Stoddart, T., Pinal, A., Latzke, M., & Canaday, D. (2002). Integrating inquiry science and language development for English language learners. Journal of Research in Science Teaching, 39, 664–687.
U. S. Census Bureau. (2005). American Fact Finder. Retrieved on August 9, 2009 from http://factfinder.census.gov/servlet/SAFFFacts?_event=Search&geo_id=&_geoContext=&_street=&_county=90640&_cityTown=90640&_state=&_zip=90640&_lang=en&_sse=on&pctxt=fph&pgsl=010&show_2003_tab=&redirect=Y.
US Department of Education. (2011). Winning the future: Improving education for the Latino community. Washington, DC: Government Printing Office.
Yore, L. D., Bisanz, G. L., & Hand, B. M. (2003). Examining the literacy component of science literacy: 25 years of language arts and science research. International Journal of Science Education, 25(6), 689–725.
Author information
Authors and Affiliations
Corresponding author
About this article
Cite this article
Zwiep, S.G., Straits, W.J. Inquiry Science: The Gateway to English Language Proficiency. J Sci Teacher Educ 24, 1315–1331 (2013). https://doi.org/10.1007/s10972-013-9357-9
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10972-013-9357-9