Teaching Science to English Language Learners

2019 ◽  
pp. 277-290
Author(s):  
Alandeom W. Oliveira ◽  
Molly Weinburgh ◽  
Effie McBride ◽  
Trisha Bobowski ◽  
Rebecca Shea
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teaching Science

scholarly journals Urban elementary school teachers' knowledge and practices in teaching science to English language learners

2008 ◽  
Vol 92 (4) ◽  
pp. 733-758 ◽  
Author(s):  
Okhee Lee ◽  
Scott Lewis ◽  
Karen Adamson ◽  
Jaime Maerten-Rivera ◽  
Walter G. Secada
Keyword(s):  
Elementary School ◽  
English Language Learners ◽  
Elementary School Teachers ◽  
Language Learners ◽  
English Language ◽  
Teaching Science ◽  
School Teachers ◽  
Urban Elementary School

Urban Elementary Teachers’ Perspectives on Teaching Science to English Language Learners

2009 ◽  
Vol 20 (3) ◽  
pp. 263-286 ◽  
Author(s):  
Okhee Lee ◽  
Jaime Maerten-Rivera ◽  
Cory Buxton ◽  
Randall Penfield ◽  
Walter G. Secada
Keyword(s):  
English Language Learners ◽  
Elementary Teachers ◽  
Language Learners ◽  
English Language ◽  
Teaching Science ◽  
Teachers Perspectives

Young Spanish-English Language Learners' Cognate Facilitation on Picture Naming

2016 ◽  
Vol 43 (Spring) ◽  
pp. 115-128 ◽  
Author(s):  
Lindsey Leacox ◽  
Carla Wood ◽  
Gretchen Sunderman ◽  
Christopher Schatschneider
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Picture Naming ◽  
English Language

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

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