Great reading for science teachers http://blogs.edweek.org/edweek/learning-the-language/2017/01/integrating_science_and_englis.html?cmp=SOC-SHR-FB
Reposted from Erik Halvorson
While many educators express concern over when to introduce EL students to science lab activities and science instruction, a recent study has shown that ELs can strongly benefit from early and blended science and language instruction. The study also notes that engaging, hands-on science instruction not only helps students engage with science. While many educators express concern over when to introduce EL students to science lab activities and science instruction, a recent study has shown that ELs can strongly benefit from early and blended science and language instruction. The study also notes that engaging, hands-on science instruction not only helps students engage with science knowledge, but can also assist them in developing academic language and conversational skills, as well as math, problem-solving, and vocabulary skills, due to the demands of group work, scientific recording strategies (journaling or report writing), and the interpretation and presentation of findings. The study emphasizes that science instruction, particularly when incorporating hands-on teaching strategies, can benefit students at all language levels, and can even help to hone and develop their skills across reading, writing, and math.
For a closer look at how science instruction can benefit all students, check out the recently published findings in Unlocking Learning: Science as a Lever for English Learner Equity.
Great for ESL science teachers: http://www.sciencealert.com/this-awesome-periodic-table-tells-you-how-to-actually-use-all-those-elements
While previous research has often judged children’s spatial skills based at least in part on the number of spatial words they know, Miller found her study subjects to have a range of descriptive abilities not limited by the size of their spatial vocabulary.
“They are describing where the mouse is by saying, ‘He’s on the big table,’ or ‘on the brown box,’” Miller says. “Those size and color words aren’t spatial terms in this context, but in the context of the picture they’re seeing they are really useful.”
The better the kids were at adapting to each image and supplying relevant information, the higher their scores tended to be on the tests of other spatial skills that predict future success in, say, math.
Do some learners master new languages faster than others? Maybe. Read more in “Not all rhythmic skills are related, which may have implications for language ability” at http://www.sciencedaily.com/releases/2015/09/150916161820.htm