Science Education With English Language Learners: Synthesis and Research Agenda

By Okhee Lee. 2005

349 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/d9a2888fc20c9d11a03cfa7e5b93b199ab71d4ed

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In Developmental and Educational Psychology

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In Literature and Literary Theory

Citations in the corpus

Impact of a Large-Scale Science Intervention Focused on English Language Learners (2016, methodology): “…cognitively challenging science inquiry practices with an explicit attention to language and literacy strategies, including the use of ELLs’ home language and culture as instructional supports (Buxton & Lee, 2014; Fathman & Crowther, 2006; Janzen, 2008; Lee, 2005; Rosebery & Warren, 2008).”
The language of ciencia: translanguaging and learning in a bilingual science classroom (2018, background): “In another literature review, Lee (2005) addresses literature on teaching practices, theoretical orientations, and teacher professional development regarding science for emergent bilinguals and recommends science instruction rooted in inquiry and in which students’ linguistic and cultural resources…”
Using Translation to Drive Conceptual Development for Students Becoming Literate in English as an Additional Language (2015, background): “Lee (2005) has applied this perspective to bilingual students, recommending that science educators leverage students’ cultural and linguistic knowledge.”
Integrating Science And English Proficiency For English Language Learners (2013, background): “In science education, research on curricular and professional development interventions to promote science and English proficiency of ELLs is limited, but has begun to emerge in recent years (Jansen, 2008; Lee, 2005).”
Latina/o Adolescents' Funds of Knowledge Related to Engineering (2016, methodology): “We developed these criteria because ESL students are more underrepresented in advanced STEM courses and professions in the United States than native English speakers (G (cid:2) andara, 2006; Lee, 2005), and we sought to work with underrepresented adolescents.”
Science achievement of English language learners in Urban elementary schools: Results of a first-year professional development intervention (2008, background): “Research on professional development interventions to promote science achievement for ELL students is limited, but has begun to emerge in recent years (see the review of literature by Lee, 2005).”
Using the SIOP Model to Promote the Acquisition of Language and Science Concepts with English Learners (2011, methodology): “While doing so, teachers develop students’ language skills across the four domains (reading, writing, listening, and speaking), which has been advocated by science education researchers (Cuevas et al., 2005; Lee, 2005; Lee, Maertren-Rivera, & Penfield, 2008).”
Assessing English-Language Learners’ Achievement (2008, background): “Building on Vygotsky (1978) and Leontiev (1981), Cole (1996) and Wertsch (1998) call attention to the fundamental principle that human action is tied to how individuals come to perceive and interpret the situations they”