Document Type

Article

Publication Date

1-2015

Department

Middle and Secondary Education

Abstract

This pilot investigated the promise of positive outcomes in literacy, science, and social behavior on K– 2 English learner (﴾EL)﴿ students after two months of implementation of the Science Inquiry Centered Argumentation Model (﴾ScICAM)﴿—a systematic teaching approach to science learning that integrates literacy instruction and argument-‐based inquiry. The sample included 17 teachers and 31 EL students. Results indicated that teacher practices (﴾proximal outcomes)﴿ aligned well with the ScICAM approach and resulted in increases in EL student learning (﴾distal outcomes)﴿. Teacher increase in the use of inquiry and writing scaffolds and student growth in the ability to express understandings through oral and written modes also suggested that ScICAM practices are supportive of key practices identified by the Next Generation Science Standards (﴾NGSS Lead States, 2013)﴿. These results highlight the merit of pursuing larger, long-‐term projects that collaborate with teachers on developing and implementing ScICAM interventions.

Comments

This article was originally published in NYS TESOL Journal, volume 2, issue 1 in January 2015 and can be freely accessed online at http://www.journal.nystesol.org/jan2015/Ardasheva_3-16_NYSTJ_Vol2Iss1_Jan2015.pdf

Original Publication Information

Ardasheva, Yuliya, Lori A. Norton-Meier, Thomas R. Tretter and Sherri L. Brown. "Integrating Science and Literacy for Young English Learners: A Pilot Study." 2015 NYS TESOL Journal 2(1): 3-16.

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