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Nearly 10% of American students are identified as “Limited English Proficient” (NCELA 2011). To serve this diverse population of English Language Learners (ELLs), teachers need proven instructional strategies. One prevalent approach is sheltered instruction, defined as “teaching content to English learners in strategic ways that make the subject matter concepts comprehensible while promoting the students’ English language development” (Echevarria, Vogt, and Short 2008, p. 5). With sheltered instruction, ELL students can develop their language skills in a regular classroom setting while learning standard subject content along with everyone else. For example, in a science class using sheltered instruction, ELL students are interspersed with native English speakers and are expected to learn science content as well as hone their English language comprehension. This parallel path of learning doesn’t occur automatically: Teachers must plan and teach to promote both avenues of education. Yet adding language instruction to a science class doesn’t necessarily require a massive overhaul in teaching methods, either. This article addresses how science inquiry and sheltered instruction strategies can work together. Science teachers who already promote inquiry-based learning (Bybee 2002; Colburn 2000; NSTA 2004) in their classrooms will notice a friendly familiarity with many strategies advocated in sheltered instruction. Figure 1 shows essential components found in both disciplines. Figure 1 Strategies common to science inquiry and ELL sheltered instruction. Connections to students’ Informed by constructivism (Brooks experiences and Brooks 2001), teachers must draw out and build upon learners’ experiences, which include personal and cultural background, news and popular media, preliminary laboratory experiences, discrepant events, and more. Meaningful and memorable Experiences in the classroom and materials laboratory involve visual and hands-on materials such as manipulatives, realia (real-life objects), pictures, models, graphs, and multimedia such as videos, interactive software, and internet resources. Learning by doing Active student involvement is necessary for language acquisition and science inquiry alike. Students need to practice and participate in the process, with contributions ranging from brainstorming investigative questions to presenting and defending conclusions. Opportunities for Whether learning a second language, application science content, or both, students must have opportunities to apply knowledge to new situations. Research projects, field trips, graphic organizers, reports, and writing are all avenues for application. Student-student Planned social interactions–group interactions projects, cooperative activities, role-play, debates, and discussions–provide more practice and enhance student learning through common experiences and language (Vygotsky 1978). Teacher behaviors and Even with a student-focused interactions with classroom, the teacher plays a students critical role and must model clear speech, welcoming body language, personalized interactions, open-ended questions, sufficient wait time, and reflective responding without excessive praise or criticism.
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