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Sociocultural language learning theory and situated learning theory stress the importance of social interactions and context in both science and language learning. In addition, researchers have highlighted the important role that multimodal language plays in meaning-making and communication in science. The purpose of this study was to examine the multimodal discursive resources emergent multilingual learners (EMLs) used in their journals on the topic of erosion. Thus, we ask "in what ways do multimodal discursive resources differ as EMLs describe doing an investigation (practices) and learning (content) in response to a writing prompt (What I did-What I learned)?" This research, grounded in an interpretive/constructivist paradigm, examined the journals of 18 EMLs who participated in a summer program where they engaged in the social context of scientific practice. Students used the What I Did/What I Learned (WID/WIL) writing prompt to describe the practices used in the classroom investigations and the knowledge resulting from these investigations. The WID/WIL journal entries were examined using template analysis coding. The template consisted of four major categories: writing, mathematical expressions, manual-technical operations, and setting. Findings indicated that EMLs utilized writing and mathematical expressions to communicate their manual technical operations (practice) and knowledge (content) of erosion. EMLs did not use visual representations as part of their multimodal resources. Implications for science teaching and the use of the WID/WIL as a writing prompt are included.

The purpose of this study was to understand how biology teachers experienced and learned from professional development (PD) in which the 5R Instructional Model was used as a framework for planning inclusive lesson for emerging multilingual learners (EML). The PD integrated biology content with the scientific practices of using mathematical thinking and multimodal communication strategies to help EMLs. A case study was used to answer: (1) How do biology teachers describe their personal PD experience of learning about science communication as multimodal language?; and (2) How do biology teachers articulate their use of multimodal language during instructions using the 5R Instructional Model? Thirty-four biology teachers participated for two years. Data from three sources were analyzed using two phases of a priori and one phase of en vivo coding. Three themes emerged (removing the blindfold, vocabulary, and experiencing the Rs) as descriptors of the learning experience (Q1). Three themes also emerged (mathematics as language of science, scaffolding for EMLs means intentional language, and integrating the 5Rs) for how the teachers articulated their use of the 5R Instructional Model (Q2). Results indicate that science teachers experienced a change in their understanding of effective PD and of their role with EMLs. They valued learning to include practices from Next Generation Science Standards with EMLs and beginning to see the language of science as multimodal rather than just terms. In addition, they began to systematically include the Rs in teaching.

As teacher educators, we are tasked with preparing prospective teachers to enter a field that has undergone significant changes in student population and policy since we were K-12 teachers. With the emphasis placed on connections, mathematics integration, and communication by the New Generation Science Standards (NGSS) (Achieve in Next generation science standards, 2012), more research is needed on how teachers can accomplish this integration (Bunch in "Rev Res Educ" 37:298-341, 2013; Lee et al. in "Educ Res" 42(4):223-233, 2013). Science teacher educators, in response to the NGSS, recognize that it is necessary for pre-service and in-service teachers to know more about how instructional strategies in language and science can complement one another. Our purpose in this study was to explore a model of integration that can be used in classrooms. To do this, we examined the change in science content knowledge and academic vocabulary for English language learners (ELLs) as they engaged in inquiry-based science experience utilizing the 5R Instructional Model. Two units, erosion and wind turbines, were developed using the 5R Instructional Model and taught during two different years in a summer school program for ELLs. We analyzed data from interviews to assess change in conceptual understanding and science academic vocabulary over the 60 h of instruction. The statistics show a clear trend of growth supporting our claim that ELLs did construct more sophisticated understanding of the topics and use more language to communicate their knowledge. As science teacher educators seek ways to prepare elementary teachers to help preK-12 students to learn science and develop the language of science, the 5R Instructional Model is one pathway.

In this article, the authors explore ways in which they have worked together in understanding the complexities of academic language within the science classroom and discuss strategies they have used to teach academic language to young adolescent English Language Learners (ELLs) within inquiry-based science lessons. They discuss strategies they use to explicitly teach linguistic components of academic language and provide examples of ways they support ELLs in understanding how mathematical expression and visual representation support meaning making with the hybrid language of academic science. (Contains 8 figures.)

Part of learning a new discipline is learning the language used in the discipline. For mathematics, emergent multilingual learners (EML) must learn English and mathematical symbols in order to make meaning and communicate. The mathematics community's understanding of communication is complex and includes the use of natural language, incorporation of representations (mathematical symbols and visuals), and manipulation of tools and technology. In our research, we use this notion of communication as we examine the way students think about their abilities to communicate in and about mathematics. We specifically ask: (1) How do fifth- and eighth-grade EMLs change in their understanding of mathematics communication with intentional instruction as captured on the Mathematics Communication Inventory (MCI) composite scores? (2) If there is change, how do fifth- and eighth-grade EMLs' scores compare? (3) How does the use of academic language to communicate in mathematics change over time for EMLs with intentional instruction? Two groups of students (15 fifth and 17 eighth graders) enrolled in a newcomers' program informed this research. Data were collected using an open-ended pre- and post-writing assessment. The results strongly suggest that students began to recognize the extent to which they used mathematics for communication, after explicit instruction, to reveal modes of communication in mathematics that are easily and constantly used by students. The change over time was different for the two age groups for total words/symbols and unique words. [ABSTRACT FROM AUTHOR]

In an attempt to engage primary-school students in a hands-on, real-world problem-solving context, a large urban district, a mathematics and science institute housed in a college of education, and a corporate sponsor in the southwest United States, joined forces to create a mathematics and science trail for fourth- and fifth-grade students. A mathematics and science trail is a series of locations at which students answer mathematics and science questions, connecting the environment to classroom learning. The "environment" is limitless because a trail can take place in a school, on school grounds, or within or beyond a community. This article describes the development and implementation of this ongoing project, the benefits of participation in a trail, and advice for those considering developing a trail. (Contains 6 figures).

An urban school district and a university developed a curriculum emphasizing academic language for its English language learners (ELL) students. The partnership began when the district's elementary ESL coordinator approached three university faculty for support in developing a three-year summer school curriculum emphasizing mathematics and science for the ELL students enrolled in the Language Center Program. In this article, the authors report on the outcomes that resulted from the planned objectives and on the unanticipated outcomes that spontaneously resulted as the partnership evolved. The authors begin with a discussion of the primary and the secondary objectives the partnership sought to achieve. The primary objectives included support for ELLs in acquiring academic language and the development of a science and mathematics content-based curriculum. In addition, the authors expected to collect research data and, through the implementation phase of the project, to provide ELLs with opportunities to experience authentic integrated instruction.

Sociocultural language learning theory and situated learning theory stress the importance of social interactions and context in both science and language learning. In addition, researchers have highlighted the important role that multimodal language plays in meaning-making and communication in science. The purpose of this study was to examine the multimodal discursive resources emergent multilingual learners (EMLs) used in their journals on the topic of erosion. Thus, we ask “in what ways do multimodal discursive resources differ as EMLs describe doing an investigation (practices) and learning (content) in response to a writing prompt (What I did-What I learned)?” This research, grounded in an interpretive/constructivist paradigm, examined the journals of 18 EMLs who participated in a summer program where they engaged in the social context of scientific practice. Students used the What I Did/What I Learned (WID/WIL) writing prompt to describe the practices used in the classroom investigations and the knowledge resulting from these investigations. The WID/WIL journal entries were examined using template analysis coding. The template consisted of four major categories: writing, mathematical expressions, manualtechnical operations, and setting. Findings indicated that EMLs utilized writing and mathematical expressions to communicate their manual technical operations (practice) and knowledge (content) of erosion. EMLs did not use visual representations as part of their multimodal resources. Implications for science teaching and the use of the WID/WIL as a writing prompt are included. [ABSTRACT FROM AUTHOR]

School success in the United States is grounded in English-based academic literacy. As the number of English language learners (ELLs) entering schools continues to increase, more elementary classroom teachers are [...]

The article discusses the use of inquiry-based teaching in science lessons. A system of several strategies that can be used to aid teachers in helping English Language Learners (ELLs) understand terms used in lessons is presented, including replacing language with scientific terms, revealing the meaning of unknown terms prior to the lesson, and repositioning students' language through questioning. Examples of student-teacher conversations using the methods are also provided.