Edward G. Lyon, Kelly M. Mackura
Foreword by: George C. Bunch
Publication Date: February 24, 2023
Pages: 192
This practical resource takes educators through a planning process—from selecting standards to designing learning activities—that weaves together language, literacy, and science in ways that are responsive to emergent bilinguals. Drawing on extensive and current research, the authors show how secondary educators can use students' own language and lived experiences, coupled with authentic science practices, to provide rich and relevant language support. Using a science unit as a shared text, readers will learn how to gather rich knowledge about emergent bilinguals, unpack the ideas and language demands of Next Generation Science Standards, strategically embed language and literacy standards in the curriculum, and sequence learning activities around an anchoring phenomenon, a text, and an assessment. In the process, readers will come away with a repertoire of planning tools and examples of how to support emergent bilinguals in using language to collaborate with others and to interpret and produce texts that are central to learning and doing science. Planning Science Instruction for Emergent Bilinguals blends theory and practice so readers understand both how and why this planning process can be used to disrupt social inequity for emergent bilinguals.
Book Features:
Edward G. Lyon is associate professor and chair of the Department of Curriculum Studies and Secondary Education at Sonoma State University. Kelly M. Mackura is a science teacher at the Cesar Chavez Language Academy, Santa Rosa, California.
“Thanks to Edward Lyon and Kelly Mackura’s conceptually rich and highly practical book, teachers—at any stage of their career—can see what it might look like to plan language support for multilingual learners that keeps disciplinary content, concepts, and practices at the heart of science instruction.”
—From the Foreword by George C. Bunch, University of California, Santa Cruz
“Current research at the intersection of science learning and language learning highlights a wide range of supportive and effective practices that benefit multilingual learners and all students. Lyon and Mackura have provided a clear and practical guide for educators looking to both understand and apply these practices in their classrooms.”
—Cory Buxton, professor and program chair for STEM education, College of Education, Oregon State University
“This remarkable book infuses core science teaching practices with the real-world needs of emergent bilinguals. A wonderful starting point for new teachers, this book will also support collaborative planning among educators devoted to improving science learning for all students.”
—John Settlage, professor, science teacher education, University of Connecticut
Contents
Foreword George C. Bunch xi
Introduction 1
Part I: Foundations for Teaching Science to Emergent Bilinguals
1. Reenvisioning Science Teaching for Emergent Bilinguals 9
Emergent Bilinguals in PK–12 Science Classrooms 9
Next Generation Science Standards and Why They Matter for Emergent Bilinguals 11
Science Teacher Learning Through Core Teaching Practices 16
Concluding Reminders 17
2. A Research Primer for Integrating Science Learning With Language and Literacy Development for Emergent Bilinguals 18
Theoretical Foundations for Integrating Science With Language and Literacy Development for Emergent Bilinguals 19
Language Demands and Rethinking the Notion of “Academic Language” 20
Translanguaging and the Fluidity of Language Use 24
The Secondary Science Teaching With English Language and Literacy Acquisition (SSTELLA) Framework 25
Concluding Reminders 28
3. Ecosystem Interactions and Resources: A Sample Unit to Illustrate the Planning Process 29
Student and Curricular Context 29
Unit-Level Planning 30
Planning a Conceptual and Linguistic Progression 32
Concluding Reminders 36
Part II: Unit-Level Planning
4. Knowing Your Emergent Bilingual Students and Their Families 41
Understanding Emergent Bilinguals as a Diverse Student Group 41
Planning Tool 1: Knowing Your Emergent Bilinguals and Their Families 42
Concluding Reminders 49
5. Unpacking the Next Generation Science Standards and Curricular Resources 50
Understanding Your Curricular Context 50
Planning Tool 2: Unpacking the Next Generation Science Standards and Curricular Resources 51
Concluding Reminders 56
6. Weaving Common Core English Language Arts and English Language Development Into Next Generation Science Standards 57
Common Core English Language Arts (ELA) Standards 57
English Language Development (ELD) Standards 59
Planning Tool 3: Weaving Together ELA/ELD Standards and NGSS 61
Differentiating ELA/ELD Standards by Knowing Your Emergent Bilinguals 64
Concluding Reminders 65
7. Anchoring the Unit With Phenomena, Texts, and Assessment 66
Moving From Standards and Big Ideas to Phenomena, Texts, and Assessment 66
Planning Tool 4: Framing the Unit Through Rich and Relevant Phenomena, Texts, and Assessment 67
Concluding Reminders 77
Part III: Planning a Conceptual and Linguistic Progression of Learning
8. Connecting a Conceptual Progression to Language and Literacy 81
From Standards and Anchors to a Conceptual Progression 81
Planning Tool 6: Analyzing the Anchor Text 83
Planning Tool 7: Unpacking the Unit’s Science-Specific Language Demands 87
From Analysis of Text and Language Demands to a Linguistic Progression of Learning 90
Concluding Reminders 90
9. Interpretive Language Progression 91
Planning an Interpretive Language Progression 91
Noticing and Wondering About the Anchor Phenomenon 92
Identifying Key Features of the Anchor Phenomenon 93
Watching a Video Closely to Introduce Key Concepts 94
Make Sense of Key Vocabulary From a Text 96
Identifying Key Ideas From the Anchor Text 97
Using Leveled Inquiry Questions to Analyze Patterns and Trends 99
Citing Evidence for the Culminating Assessment Activity 101
Concluding Interpretive Language Reminders 102
10. Collaborative Language Progression 104
Planning a Collaborative Language Progression 104
Pair-Shares and Intentional Grouping 105
Time to Think and Write 106
Collaboration Boards 106
Science Talks for Collaborative Thinking and Sharing 107
From Group Work to Collaborative Inquiry 108
Targeting Collaborative Language in the Culminating Assessment Activity 111
Concluding Collaborative Language Reminders 111
11. Productive Language Progression 113
Planning a Productive Language Progression 113
Setting Up for Productive Language Through Interactive Science Notebooks 114
Developing and Using Vocabulary for Productive Language 115
Producing Written Analyses and Interpretations From a Science Article 116
Producing Graphs, Data Analyses, and Data Interpretations 118
Supporting “How Language Works” 120
Drafting, Revising, and Sharing Texts 122
Concluding Productive Language Reminders 124
Conclusion: Strengthening Science Instructional Planning for Emergent Bilinguals Through Collaboration 126
Collaboration Between Science Teachers and University Researchers/Teacher Educators 127
Collaboration Between Science Teachers and English Language Arts and English Language Development Teachers 128
Collaboration Between Mentor Science Teachers and Science Teacher Candidates 128
Collaboration Between Science Teachers and Families/Caregivers and Their Students 129
Appendix A: Sample Ecosystem Interactions and Resources Lesson Plans 131
Appendix B: Additional Unit Frames and Student Resources 137
Appendix C: Blank Forms for Unit and Lesson Planning 152
References 163
Index 167
About the Authors 173
Professors: Request an Exam Copy
Print copies available for US orders only. For orders outside the US, see our international distributors.