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Topics

Topic 1: Content and Language Integration

Topic 2: Science Curriculum

Topic 3: WIDA English Language Development (ELD) Standards Framework, 2020 Edition K-Grade 12

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Policy at the federal level
Theoretical perspectives
Practice: Instructional approaches

Topic 1:

Content and Language Integration

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Asset-Oriented Framing:

Shifts from Deficits to Assets

Terms Indicating Shifts from Deficits to Assets

Limited English proficient students (LEPs) in the No Child Left Behind Act of 2001
Students from non-English language backgrounds
Culturally and linguistically diverse students
English language learners
English learners (ELs) in the Every Student Succeeds Act of 2015
Dual language learners
Emergent (or emerging) bilinguals
Multilingual learners (including both ELs & former ELs)
Term in future federal legislation?

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Convergence

Every Student Succeeds Act (ESSA) of 2015

Each State plan shall demonstrate that the State has adopted English language proficiency standards that—

are derived from the 4 recognized domains of speaking, listening, reading, and writing;
address the different proficiency levels of English learners; and
are aligned with the challenging State academic standards (1111(b)(1)(F)).

(U.S. DOE, 2015, p. 24)

Policy:

English Language proficiency (ELP) Standards

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Vocabulary is a precursor or prerequisite:

Pre-teach and frontload vocabulary

OR

Language is a product of use

Poll Question:

Which statement indicates contemporary Approaches?

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Theory:

Science and Language Integration

Science

Traditional views: Individual learners master science content
Contemporary views: Students make sense of phenomena and design solutions to problems as scientists and engineers do in their work (knowledge-in-use; what knowledge does)

Language

Traditional views: Individual learners internalize vocabulary and grammar
Contemporary views: Students use language for a particular purpose (language-in-use; what language does)

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Theory:

Reimagine Language Learning

Vocabulary is a precursor or prerequisite for doing science:

Pre-teach and frontload vocabulary

Instead, language is a product of use

Disciplinary vocabulary is disciplinary language

Instead, language is more than vocabulary and includes using language to engage in disciplinary practices and learn disciplinary content

Simplify content, simplify language
Instead, keep content, amplify language (both support and challenge ELs)

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2012

2013

2018

Policy and Theory Guiding Practice

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Language and STEM integration is achieved

through “doing science, using language”

1) Identify Compelling Phenomena or Problems

2) Engage Students in Disciplinary Practices

3) Engage Students in Productive Discourse and Interactions with Others

4) Encourage Students to Use Multiple Registers and Multiple Modalities

5) Leverage Multiple Meaning-Making Resources

6) Focus on How Language Functions in the Discipline

Practice:

Promising Instructional Strategies (Chapters 3 and 4)

These contemporary instructional approaches highlight several key features for how science learning and language learning can be mutually supportive (Lee & Stephens, 2020).

First, these instructional approaches begin with attention to science learning and then integrate language learning as needed for learning science. Using language for the functional goal of doing and learning science in contemporary instructional approaches differs from building (pre-teaching) vocabulary and grammar as a prerequisite to learning about STEM subjects, as is common in traditional instructional approaches. This instructional approach is mandated by the ESSA as described above.

Second, student engagement in varied forms of classroom discourse, interactions, multimodalities, and registers while doing and learning science points to the sweet spot where science and language intersect in mutually supportive ways.

Finally, as multilingual learners engage in science and use language for science learning, they develop disciplinary language over time, as an outcome of doing science. This view of language for science further paves the way for deeper engagement in scientific thinking, doing, and communicating. Over time, as multilingual learners develop more sophisticated understanding of science, they develop more disciplinary language to communicate science ideas with precision.

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Shift 1: Phenomena or problems –

Explaining phenomena or designing solutions to problems

Shift 2: Three-dimensional learning –

Blending science and engineering practices, crosscutting concepts, and disciplinary core ideas

Shift 3: Coherent science learning progressions – Building science understanding across time

Practice:

Science Instructional Shifts

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Lee, Quinn, & Valdés (2013)

Modalities	Registers	Interactions
Linguistic Talk (listening, speaking) Text (reading, writing) Visual Drawing Symbol Table Gesture	Everyday Specialized Language Language Precision: Communicate disciplinary meaning	One-to-one One-to-small group One-to-many Small group-to-many Explicitness: Communicate disciplinary meaning beyond the “here” and “now”

Practice:

Language Instructional Shifts

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Phenomenon

Coherent Learning Progressions

Modalities

Registers

Interactions

3-Dimensional Learning

Science Shifts

Language Shifts

Practice: “Doing” Science, Using Language

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Phenomenon

Anchor science learning in local phenomena that draw on students’ everyday experiences and language.
Sustain the focus on the phenomenon over the course of a unit of instruction.

3-D Learning

Blend the science and engineering practices, disciplinary core ideas, and crosscutting concepts in instruction.
Leverage science and engineering practices to promote rich language use in a classroom community.

Learning Progressions

Plan instruction so that each new understanding leads to a new question to investigate.

Scaffold increasingly sophisticated engagement with three-dimensional learning.

Modalities

Provide opportunities for students to engage in science practices using multiple modalities.
Guide students in using modalities strategically to communicate their ideas.

Registers

Provide opportunities for students to engage in science practices using all of their linguistic resources.
Guide students in using specialized language to communicate their ideas with precision.

Interactions

Provide opportunities for students to engage in a range of meaningful and purpose-driven interactions.
Guide students in adapting their language use to meet varying communicative demands.

Practice:

“Doing” Science, Using Language

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	Traditional Perspectives	Contemporary Perspectives
Science	Central focus is on canonical science knowledge defined by scientists and science educators	Central focus is on making sense of phenomena and problems in similar ways to how scientists and engineers engage in their professional work (focus on what knowledge does or knowledge-in-use)
	Science is represented through authoritative texts; students are expected to absorb science primarily through reading and listening	Science is represented as three-dimensional learning, blending disciplinary core ideas, science and engineering practices, and crosscutting concepts
	Science inquiry, “habits of mind,” and “process skills” are separate from and secondary to canonical science knowledge	Students develop coherent understandings or storylines over time
	Students’ linguistic and cultural practices are different from science expectations and do not contribute to learning science.	All students are encouraged to leverage their cultural and linguistic resources, interests, and identities toward learning science

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	Traditional Perspectives	Contemporary Perspectives
Language	Content area language is learned through focus on discrete elements of vocabulary (lexicon) and grammar (syntax) – focus on “what language is”	Content area language is learned through participation in social contexts (focus on “what language does” or language-in-use)
	Level of proficiency in English determines level of access to grade-level content standards	Language proficiency standards are aligned with academic content standards
	Pre-teaching of vocabulary and language supports (e.g., sentence frames) are done to “build the field” (background knowledge) needed to engage with disciplinary texts	Language proficiency (including specialized disciplinary language) is not a prerequisite for content learning but an outcome of effective content learning
	Focus is on linguistic modalities (listening, speaking, reading, and writing)	Multimodality (e.g., gestures, visual representations) extends beyond linguistic modalities
	Languages and language registers are seen as dichotomous: “academic” vs. “everyday” language, “general academic” vs. “discipline specific,” “home language” vs. “second language”	Language registers are seen as flexible choices from a continuum between every day and disciplinary language
	Science vocabulary is necessary to communicate science ideas.	Language is used differently across contexts (talking to a partner and pointing vs presenting an explanation to the whole class).
	Science instruction is offered primarily in English.	Translanguaging is offered to support multilingual language development through content learning

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Guadalupe Valdés

Helen Quinn

Okhee Lee

Lorena Llosa

Development of Language-Focused Three-Dimensional Science Instructional Materials to Support English Learners in Fifth Grade

This work is supported by the National Science Foundation (NSF Grant DRL-1503330). Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and do not necessarily reflect the position, policy, or endorsement of the funding agency.

Topic 2:

SAIL Curriculum

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SAIL Yearlong 5th Grade Curriculum

Physical Science:

What happens to our garbage?

Life Science:

Why did the tiger salamanders disappear?

Space Science:

Why do falling stars fall?

Earth Science:

Why does it matter if I drink tap water or bottled water?

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Science Shift 1:

Phenomena and Problems

Phenomenon: Our school, home, and community make large amounts of garbage every day.
Question: What happens to our garbage?

Phenomena and problems – Local and universal

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What happens to our garbage

(in the real world)?

What happens to our garbage

(in the classroom)?

Science and engineering practices are language intensive

Do you see this?

Yeah, it’s the same as this.

Science Shift 2:

Three-Dimensional Learning

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Students build science understanding over the course of lessons, units, and years of instruction.

Science Shift 3:

Coherent Understanding (Storyline)

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What is That Smell?

Doing Science, Using Language

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Language Shift #1: Modalities

Beginning of a lesson cluster

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Language Shift #1: Modalities

End of a lesson cluster

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Students progress from everyday to specialized registers over time

EWWW! It stinks!

Smell is something. It’s a gas.

Smell is a gas made of particles too small to see.

Smell is a gas made of particles moving freely in space.

From everyday to specialized registers

Language Shift #2: Registers

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Language Shift #2: Registers

Midpoint of a lesson cluster

Beginning of a lesson cluster

End of a lesson cluster

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As students use language to “do” science, they engage in different types of interactions.

One-to-Small Group

One-to-Many

I don’t see it in there.

The sugar mixed with the water.

Language Shift #3: Interactions

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Garbage Unit Storyline:

What happens to our garbage?

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Garbage Unit Storyline:

What happens to our garbage?

Lesson

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WIDA English Language Development Standards Framework, 2020 Edition�Kindergarten-Grade 12

Topic 3:

WIDA ELD Standards

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Every Student Succeeds Act (ESSA) of 2015

Each State plan shall demonstrate that the State has adopted English language proficiency standards that—

are derived from the 4 recognized domains of speaking, listening, reading, and writing;
address the different proficiency levels of English learners; and
are aligned with the challenging State academic standards (1111(b)(1)(F)).

(U.S. DOE, 2015, p. 24)

Federal Legislation on

English Language proficiency (ELP) Standards

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WIDA (2012)

English Language Development (ELD) Standards

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WIDA (2012)

English Language Development (ELD) Standards

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WIDA (2020)

ELD Standards Framework

https://wida.wisc.edu/sites/default/files/resource/WIDA-ELD-Standards-Framework-2020.pdf

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