Practical Language Learning Strategies that Increase Science Learning and Engagement

Abstract

When English Language Learners (ELLs) are learning science, they are often overwhelmed because they are experiencing cognitive overload given that they are learning a new language along with science (Cummins 1981). It is overwhelming to process new language sounds, words, sentences, and paragraph structures while at the same time processing new science content. Many ELLs are confused by incongruities between the language of expository text and the teacher’s oral instructional language. Even when the differences are understood, they are confused by being expected to seamlessly transition back and forth between oral and written language. In addition, science texts often assume background knowledge that some ELLs may not yet have. Faced with an overload, typically ELLs become reticent to speak and are less engaged in learning (Mohr and Mohr 2007). In order to avoid communication breakdowns,

One day, Ana was circulating around the class monitoring the summaries being written by small groups of English Language Learners (ELLs). She found that their writing was confusing. By questioning them, it became clear that they had misinterpreted the word “grounds” as in the grounds for a decision with the concept of “grounds” as in earth and fields. She intervened by implementing a language teaching strategy in which students are taught key science words by associating them with actions and using them in sentences, such as making a motion for bouncing while saying “The soccer ball bounced on the ground.” and making another motion for the other meaning while saying “The data collected about plant growth became the grounds for the watering schedule.” Then the ELLs returned to the original assignment, the summaries, with greater success.