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Activating Bilingual English Language Learners’ Strengths in Science: The Pedagogy of Argument Driven Inquiry (ADI)

  • Rebecca M. CallahanEmail author
  • Victor Sampson
  • Stephanie Rivale
Chapter
Part of the English Language Education book series (ELED, volume 17)

Abstract

Bilingual English Language Learner (ELL) students need more opportunities to learn how to read, write, and discuss science as they learn to use the core ideas, crosscutting concepts, and practices of science to develop explanations for natural phenomena or to solve problems. This chapter describes how teachers can use the Argument Driven Inquiry (ADI) instructional approach to provide bilingual ELL students with opportunities to participate in the practices of science while strengthening both their English and scientific literacy skills. This type of language-intensive instructional approach can also help bilingual ELL students develop and maintain science identities.

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Rebecca M. Callahan
    • 1
    Email author
  • Victor Sampson
    • 2
  • Stephanie Rivale
    • 3
  1. 1.Department of Educational Leadership & Policy, Population Research CenterUniversity of TexasAustinUSA
  2. 2.Department of Curriculum & Instruction; Center for STEM Education, College of EducationUniversity of TexasAustinUSA
  3. 3.College of EngineeringUniversity of Texas, San AntonioSan AntonioUSA

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