Book Description

English language learners (ELLs) tend to fall behind their native English speaking peers in science. As districts are starting to implement the Next Generation Science Standards, having knowledge of academic vocabulary is necessary to be able to participate in scientific inquiry and the discussions that ensue. This purpose of this study was to utilize simple literacy strategies (which did not require professional development) to improve the tier 3 academic vocabulary of English language learners in a middle school science class. The researcher used two literacy strategies based on the research in conjunction with science inquiry activities in a Chemistry unit to assess growth in vocabulary knowledge. The mixed methods study took place in an 8th grade middle school class in which a total of 325 students participated, however, the focus of the study was on 15 English language learners who participated. The study was conducted over a 3 week period, and pre and post-test data were collected, as well as student surveys and observations of students' vocabulary usage through the use of a speaking and writing rubric based on a framework from a previous study. Growth in tier 3 vocabulary was significant over the three week period. The strategies used were effective based on the quantitative data and based on students' responses to the survey. The recommendations are for science teachers to consciously embed these strategies into their lessons to help their ELLs improve their knowledge of tier 3 vocabularies which can possibly help facilitate their science knowledge and improve their participation in discussion in science class.