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The Impact of Differentiated Instructional Materials on English Language Learner (ELL) Students’ Comprehension of Science Laboratory Tasks

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Abstract

Through a qualitative research design, this article investigates the impacts of differentiated laboratory instructional materials on English language learners’ (ELLs) laboratory task comprehension. The factors affecting ELLs’ science learning experiences are further explored. Data analysis reveals a greater degree of laboratory task comprehension when utilizing language-modified and visually modified laboratory instructional materials. The findings suggest the further development of linguistically appropriate science course materials. This study also indicates that teachers must consider the sociopsychological influences affecting the individual ELL in order to better facilitate science learning.

Résumé

Grâce à une recherche qualitative, cet article analyse l’impact du matériel pédagogique différencié sur la compréhension des tâches de laboratoire chez les étudiants d’anglais langue étrangère (ALE). Les facteurs qui affectent l’apprentissage des sciences chez ces étudiants sont également analysés. L’analyse des données montre que les étudiants ont une meilleure compréhension des tâches lorsqu’ils utilisent un matériel pédagogique de laboratoire adapté à leurs besoins linguistiques. Les résultats suggèrent qu’il faut encourager le développement de matériel pédagogique adapté aux besoins des étudiants d’ALE pour les cours de sciences. L’étude indique aussi que les enseignants doivent tenir compte des facteurs socio-psychologiques susceptibles d’influencer les étudiants d’ALE, afin de faciliter leur apprentissage des sciences.

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Authors and Affiliations

  1. Faculty of Education, University of Windsor, 401 Sunset Avenue, N9B 3P4, Windsor, Ontario, Canada

    Marian Manavathu & George Zhou

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  1. Marian Manavathu
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  2. George Zhou
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Correspondence to George Zhou.

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Manavathu, M., Zhou, G. The Impact of Differentiated Instructional Materials on English Language Learner (ELL) Students’ Comprehension of Science Laboratory Tasks. Can J Sci Math Techn 12, 334–349 (2012). https://doi.org/10.1080/14926156.2012.732255

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  • DOI: https://doi.org/10.1080/14926156.2012.732255

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