Building English Language Learner’s Knowledge of Chemistry Through Inquiry Based Learning

Abstract

English Language Learners (ELLs) are becoming more prevalent in classrooms across the United States. This diverse group of students is not receiving an equitable education in comparison to their native English speaking peers, causing an area for concern. Science is one of the most problematic courses that these students are not adequately instructed in. Teachers may not be prepared for ELLs in their classrooms, and need help with adequately addressing this group of students in their classrooms. The literature expresses the need for specific differentiation for ELLs in the classroom. Inquiry based learning aids in second language acquisition and provides an academic setting for deeper learning than traditional teaching for English Language Learners.