Modification of Linguistic Instructional Strategies for Application in Chemistry: Progressing beyond Scientific Literacy to Chemical Fluency

Abstract

This thesis project presents multiple instructional supports, designed from modifications of bilingual and linguistic educational methods, to promote the development of chemical fluency in chemistry language learners. These chemical language-focused supports will be presented in the form of six language modules, which feature specifically tailored linguistic strategies and specialized resources. Each module is specifically designed to support and align with the chemical language needs in the first six units of a typical Regents Chemistry classroom in New York state. Linguistic strategies for use in these modules include: 1) translation supports as used in bilingual education, with particular reference to code-switching, 2) literacy supports such as reading comprehension strategies using analytical etymology and specialized glossaries, and 3) conversational supports, such as modeling metacognitive behavior and discourse. The curricular approach suggested for implementing these modules utilizes a similar classroom environment to bilingual immersion, particularly by presenting parallel expressions of chemical concepts, which is the equivalent of juxtaposed translations. Ultimately, these modules will address chemical language needs within the first six units in Regents chemistry, however this approach could also be broadened and applied to all sciences.