Promoting Science Literacy with English Language Learners Through Instructional Materials Development: A Case Study

Abstract

In spite of reform efforts, opportunities for all students to learn science remain illusive. Recent studies indicate that science curricula do not meet students' learning needs. Research-based curricula focusing on science inquiry with English language learners (ELLs) have yet to be developed. To encourage development of appropriate science materials, this paper discusses the learning needs of specific groups of ELLs and their teachers. First, we describe our research with groups of fourth-grade ELLs and their teachers, including perspectives of inquiry with teachers who shared their students' languages and cultures and features of materials developed to integrate science and literacy instruction. Next, we present student achievement results using the materials. Finally, we discuss the importance of materials enabling all students to learn science through inquiry.