Teacher Professional Development: Teaching Literacy in Science Classroom

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Text Box: Language FactsFrom Nation’s (2001) article• Some researchers like I.S.P. Nation believe that language can be learned incidentally, simultaneously while learning content area without a need for explicit instruction. However, incidental learning works only when the target language input proportionate with the target language proficiency of language learners. • A written or spoken discourse can be entirely understood only when the reader or listener knows approximately 95% of the total running words. • Social language (referred as Basic Interpersonal Communication Skills -BICS by J. Cummins), takes 6 months to 2 years to develop, while Academic Language (referred to as Cognitive Academic Language Proficiency- CALP by Cummins) requires 5 to 7 years of practice and use of the target language in English as a Second Language context. (Cummins, 2008)• A word is learned when the learner has the knowledge of its pronunciation, spelling, morphological, and syntactical features including the semantic association with other words in the form of synonyms and antonyms. It takes several encounters and attempts to fully internalize a word in his/her lexicon.During the 1990s, research in the field of English language learners (ELs) uncovered the huge achievement gap between ELs and native English-speaking students, which necessitated a significant amount of studies in this area. Researchers soon identified that the challenge of acquiring content knowledge while still learning the language posed a great burden on the part of the ELs ( DeLuca, 2010; Hart, & Lee, 2003; Latzke, & Canaday, 2002; Stoddart, Pinal). This gave birth to the following new questions, among others:
(a) Is it possible for ELs to excel required language skills (speaking, reading, writing, and listening) including subject specific vocabulary for all courses included in a curriculum?
(b) Is it the responsibility of language teachers to prepare language learners for content area classes?
(c) Should ELs be pulled out of the mainstream classroom and taught language until they master the target language?
However, the No Child Left Behind (NCLB) Act of 2001 gave new direction as it required all children, including ELs, to acquire a higher standard in both content area and language proficiency (Abedi, & Dietel, 2004).  
What Teachers Believe?
In the past, many content teachers have advocated that students learn the language before they learn academic subjects like science, mathematics, and geography. Novice teachers with no professional development training or ESOL endorsement credentials, still often think this way. For them, literacy and science would be two different domains; thus, they cannot be combined in a single science class (Stoddart et.al., 2002). The problem with this idea is that there is no ideal language teaching methodology that prepares students for their overall second language needs. Even if there were, they would have to spend many years learning the language before they actually go to school, which is not practical from any point of view. Many teachers who are teaching content area subjects realize this fact and provide extra support in order to help ELs in their classrooms. Research thus far has established that a little extra effort from teachers can create a great difference, and it is in fact possible to merge these two domains (Goldenberg, 2008; Hart, & Lee, 2003; Robinson, 2005).

Is Bilingual School a Solution?
Bilingual schools can be a good solution because they have an excellent record of accomplishment. However, they put a huge extra financial burden on schools, states, and the nation as a whole, which makes utilizing them almost impossible. On the other hand, it is not easy to find the bilingual subject experts for every home language students speak. Some minority migrants may benefit from this option, especially the one with significantly population minority groups (like Hispanics), while many others do not (Stoddart et.al., 2002).
The Language of Science:
Text Box: Nation’s Three Stages of Vocabulary Learning 1. Noticing: Language learners must be aware of the words existence. It is a necessary condition for second language learning. 2. Receptive Retrieval: After noticing, learners trace the words in discourse (written, spoken), and retrieve their meanings in context. 3. Productive Retrieval: Learners seek opportunities to use the words while communicating with others. Each retrieval strengthens the chances of acquiring the word. 4. Generative Use: Learners use the words in different contexts, and reconsider their knowledge of the word. (Robinson, 2005, p. 428-430) Science has a specific set of linguistic components related to inquiry (e.g., postulating hypotheses, categorizing, inferring, data analyzing, predicting, generalizing, and presenting the findings), which we rarely use in our everyday lexicon (Carrier, 2005; Stoddart, et. al., 2002). For example, the names of the types of rocks (e.g., igneous, metamorphic, and sedimentary) are not everyday words, are composed to multiple syllables, and come from different roots (igneous from the Latin ‘ignis’, which means fire; metamorphic - ‘meta’ from Latin and ‘morph’ from Greek, which means form; sedimentary - Latin, which means settle) that do not provide any context clues for their meanings. In addition, if we classify them further (scoria, basalt, conglomerate, etc.), it is easy to confuse meaning, even for the native speakers.
So What?
It is important that teachers make a road map that addresses students’ content and literacy demands. To acheive this, they have to start working even before the beginning of the school year. Fortunately, the basic everyday communication strategies as mentioned in the WIDA proficiency level guide gives a sense of confidence and inclusion for teachers and ELs, respectively. Here are some steps based upon the WIDA proficiency levels:
-          Use visuals, prompts, and graphics as support.
-          Provide simplified sentences and pictures to convey word meaning.
-          Create visual definitions by acting out and gesturing key terms.
-          Enunciate and repeat important terminology.
-          Provide first language support to beginner and intermediate English Learners through bilingual aide, when possible
-          Point frequently to posters when referring to key vocabulary terms or explaining solutions (Nutta, Strebel, Mokhtari, Mihai, & Crevecoeur-Bryant, 2014)
Remember: Depending on students’ English language proficiency level (Entering, Emerging, Developing, Expanding, Bridging, and Reaching), they are capable of doing different things, and they require different supports. Make sure to identify their real needs and challenge them.

References
Abedi, J., & Dietel, R. (2004). Challenges in the No Child Left Behind Act for English-language learners. Phi Delta Kappan, 85(10), 782-785.
Carrier, K. A. (2005). Supporting science learning through science literacy objectives for English language learners. Science Activities: Classroom Projects and Curriculum Ideas, 42(2), 5-11.
Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of the distinction. In Encyclopedia of Language and Education (pp. 487-499). Springer US.
DeLuca, E. (2010). Unlocking academic vocabulary. The Science Teacher, 77(3), 27.
Goldenberg, C. (2008). Teaching English language learners: What the research does-and does not-say. Retrieved from http://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1026&context=esed5234-master
Hart, J. E., & Lee, O. (2003). Teacher professional development to improve the science and literacy achievement of English language learners. Bilingual Research Journal, 27(3), 475-501.
Nation, I. S. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
Nutta, J. W., Strebel, C., Mokhtari, K., Mihai, F. M., & Crevecoeur-Bryant, E. (2014). Educating English Learners: What Every Classroom Teacher Needs to Know. Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138.
Robinson, P. J. (2005). Teaching key vocabulary in geography and science classrooms: An analysis of teachers’ practice with particular reference to EAL pupils’ learning. Language and Education, 19(5), 428-445.

Stoddart, T., Pinal, A., Latzke, M., & Canaday, D. (2002). Integrating inquiry science and language development for English language learners. Journal of Research in Science Teaching, 39(8), 664-687.

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