The language of ESL Science for LEP secondary learners

The language of ESL Science for LEP secondary learners

Margaret Bowering Edith Cowan University

Perth

Margaret Bowering Edith Cowan University

Perth

KEY QUESTION

KEY QUESTION

How is language used and learned in the lesson to help the students learn both science and English?

How is language used and learned in the lesson to help the students learn both science and English?

THE CONTEXTTHE CONTEXT

Heteregeneous class in terms of level, age, background, & nationality

Intensive monolingual teaching prior to mainstream

Teacher ESL trained with an interest in science

Heteregeneous class in terms of level, age, background, & nationality

Intensive monolingual teaching prior to mainstream

Teacher ESL trained with an interest in science

T/L in Science and ESL?

T/L in Science and ESL?

Use real contexts and experience

Engage the students in thinking about science

Include “hands-on” and productive activities

Assist students in acquiring scientific literacy

Create a supportive atmosphere to encourage learning

Use real contexts and experience

Engage the students in thinking about science

Include “hands-on” and productive activities

Assist students in acquiring scientific literacy

Create a supportive atmosphere to encourage learning

The language of the science lessons

The language of the science lessons

Sets students thinking by drawing on current knowledge and experience

Establishes oral/aural understanding through IRF cycles

Complements language with visuals and demonstrations

Conducts individual and group activities for consolidation

Makes no reference to language or errors

Sets students thinking by drawing on current knowledge and experience

Establishes oral/aural understanding through IRF cycles

Complements language with visuals and demonstrations

Conducts individual and group activities for consolidation

Makes no reference to language or errors

IRF CYCLE Samplefrom video

IRF CYCLE Samplefrom video

Where is the ESL support?

Where is the ESL support?

Use of realia throughout Comprehensible input

through IRF and redundancy Teacher modelling and

scaffolding eg activities Positive teacher attitude and

use of humour Overall atmosphere of

success

Use of realia throughout Comprehensible input

through IRF and redundancy Teacher modelling and

scaffolding eg activities Positive teacher attitude and

use of humour Overall atmosphere of

success

Task: Describe what the lungs

look like.

Task: Describe what the lungs

look like.Features of the lungs

heard in the lesson Soft, flexible Two lungsLots of holes absorb

water(alveoli)Moist (wet to absorb oxygen)

Whiteboard summaryLungs soft Alveoli Holes (absorb oxygen) Moist (helps absorb oxygen

Features of the lungs heard in the lesson

Soft, flexible Two lungsLots of holes absorb

water(alveoli)Moist (wet to absorb oxygen)

Whiteboard summaryLungs soft Alveoli Holes (absorb oxygen) Moist (helps absorb oxygen

T/F Task from videoT/F Task from video

Note preparation for taskTask based upon

discussionTeacher monitoring and

encouragementChecking on performance

Note preparation for taskTask based upon

discussionTeacher monitoring and

encouragementChecking on performance

SAMPLE ANSWERSSAMPLE ANSWERS

The lung look like holes and the lungs it is like sponge inside our body. The lungs absorb oxygen and moist and another name if alveoli; it helps absorb oxygen.

The lung is like a sponge that is moist and has holes for absorbing the water. The lung absorbed oxygen form the inhaling air or taking through the mouth.

Lungs like soft like a sponge. We have 2 lungs.

The lung look like holes and the lungs it is like sponge inside our body. The lungs absorb oxygen and moist and another name if alveoli; it helps absorb oxygen.

The lung is like a sponge that is moist and has holes for absorbing the water. The lung absorbed oxygen form the inhaling air or taking through the mouth.

Lungs like soft like a sponge. We have 2 lungs.

?Problems??Problems?

Teacher control of most interaction

Few student questions or comments

Activities involved practice rather than discovery or negotiation

Zero specific language work

Teacher control of most interaction

Few student questions or comments

Activities involved practice rather than discovery or negotiation

Zero specific language work

ConclusionConclusion

Student participation in both whole class and group/individual activities suggest that the students were able to navigate “the discourse in ways which reflect their individual purposes and agendas” (Breen, M. 2001).

Student participation in both whole class and group/individual activities suggest that the students were able to navigate “the discourse in ways which reflect their individual purposes and agendas” (Breen, M. 2001).