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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