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Inquiry Science, Sheltered Instruction, and English Language Learners: Conflicting Pedagogies in Highly Diverse Classrooms

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Title: Inquiry Science, Sheltered Instruction, and English Language Learners: Conflicting Pedagogies in Highly Diverse Classrooms
Language: English
Authors: Settlage, John, Madsen, Anne, Rustad, Kerri
Source: Issues in Teacher Education. Spr 2005 14(1):39-57.
Availability: Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Peer Reviewed: Y
Page Count: 19
Publication Date: 2005
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Elementary Secondary Education
Grade 2
Descriptors: Second Language Learning, Science Teachers, Grade 2, English (Second Language), Student Diversity, Science Instruction, Inquiry, Units of Study, Elementary School Science, Active Learning, Weather, Classroom Research, Science Achievement, Language Role, Second Language Instruction, Teaching Methods
Geographic Terms: Utah
ISSN: 1536-3031
Abstract: When planning to teach science to students who are English language learners (ELLs), science teachers and some science educators look to sheltered instruction as a potential guide. The possibility of blending inquiry-based teaching with a sheltered instruction framework seems a promising method for providing high-quality science learning experiences to students who are still working to attain English fluency. However, through the authors' work with second graders, many of whom were ELLs, they perceived substantial discrepancies between their successes with teaching science by inquiry versus the manner in which sheltered instruction has been represented to them. The authors do not see this conflict as insurmountable; nevertheless, a fresh conceptualization of the interface between inquiry-based science teaching and sheltered instruction seems necessary. This article reports a study which represents a modest effort at addressing the issue. (Contains 5 figures.)
Abstractor: ERIC
Number of References: 33
Entry Date: 2008
Access URL: https://caddogap.com/periodicals.shtml
Accession Number: EJ796415
Database: ERIC
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  Data: Inquiry Science, Sheltered Instruction, and English Language Learners: Conflicting Pedagogies in Highly Diverse Classrooms
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  Data: <searchLink fieldCode="SO" term="%22Issues+in+Teacher+Education%22"><i>Issues in Teacher Education</i></searchLink>. Spr 2005 14(1):39-57.
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  Data: Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
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  Data: When planning to teach science to students who are English language learners (ELLs), science teachers and some science educators look to sheltered instruction as a potential guide. The possibility of blending inquiry-based teaching with a sheltered instruction framework seems a promising method for providing high-quality science learning experiences to students who are still working to attain English fluency. However, through the authors' work with second graders, many of whom were ELLs, they perceived substantial discrepancies between their successes with teaching science by inquiry versus the manner in which sheltered instruction has been represented to them. The authors do not see this conflict as insurmountable; nevertheless, a fresh conceptualization of the interface between inquiry-based science teaching and sheltered instruction seems necessary. This article reports a study which represents a modest effort at addressing the issue. (Contains 5 figures.)
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 39
    Subjects:
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Student Diversity
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      – SubjectFull: Science Instruction
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      – SubjectFull: Inquiry
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      – SubjectFull: Units of Study
        Type: general
      – SubjectFull: Elementary School Science
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      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Weather
        Type: general
      – SubjectFull: Classroom Research
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      – SubjectFull: Science Achievement
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      – SubjectFull: Language Role
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      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Utah
        Type: general
    Titles:
      – TitleFull: Inquiry Science, Sheltered Instruction, and English Language Learners: Conflicting Pedagogies in Highly Diverse Classrooms
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