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Altalouli, Mahmoud
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2023-05-17
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This paper discusses methods to increase the proficiency of English Language Learners (ELLs) and Multi Language Learners (MLLs) in the content area of science. ELLs have faced limited success across a number of graduation measures including the passing of New York State's Regents Examinations in Science. The literature identifies barriers that inhibit ELLs success in science include limitations on teacher preparation, outdated and inappropriate co-teaching models, and lack of second language acquisition informed practices. Research based best practices on theories of learning in language acquisition such as Cummins’ BICS/CALP and Krashen’s i+1. The implementation of specific language acquisition strategies based on these theories of learning can increase the success of ELLs within this content area. This paper presents a two-day professional development to address these barriers by better preparing science content teachers for differentiating instruction to meet the needs of ELLs. During the first day teachers attending this professional development are presented with the tools and supporting pedagogical theory necessary to modify and differentiate units across any science content area. The goal of the second day is for science teachers to use these methods and create lessons that meet the needs of ELLs and will increase their successes in science.
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