This document provides strategies for science teachers to effectively teach English language learners (ELLs). It discusses five levels of English language proficiency and the importance of identifying each student's level. It outlines key planning strategies for teachers, including aligning content and language objectives and linking lessons to students' backgrounds. For instruction, it recommends providing comprehensible input and opportunities for interaction and output. It also suggests using performance-based assessments to evaluate what students have learned without focusing on language. The document aims to help all students succeed in science by giving teachers research-backed approaches to accommodating ELLs.

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Teaching Science to ELLs, Part I
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2. March 2011 35
Teaching Science to ELLs, Part I
Nazan Bautista and Martha Castañeda
Since 1995, the population of English language learners
(ELLs) in the United States has increased by an astonishing
57% (Maxwell 2009). Though ELLs come from many dif-
ferent backgrounds, they share the common challenge of learning
English while responding to academic content demands. This is
an especially difficult task for ELLs at the secondary level because
these students have limited time to develop their language skills
while attending to academic content.
Key strategies every science teacher should know
March 2011 35

3. The Science Teacher
36
This article provides key strategies every science
teacher should know to better accommodate ELLs in
the science classroom. We present five levels of language
proficiency (Figure 1) and strategies for both planning
(Figure 2) and implementing science instruction (Figure
3). Fortunately, all students—not just ELLs—will benefit
from using these strategies in the classroom.
Background
Teachers have a legal and professional responsibility
to provide meaningful learning experiences for ELLs
(Ovando, Collier, and Combs 2006; Normore, Rodriguez,
and Wynne 2007). Historically, this responsibility has
fallen to English for speakers of other languages (ESOL)
specialists, if available, in the school or district. It has
also long been assumed that language development and
content learning happen independently.
However, there is increasing evidence that language
development is best achieved in the context of content
learning (TESOL 2006). For example, the future tense
(e.g., “I will go”) can be learned in the science classroom
while predicting the outcome of an investigation (e.g.,
“The ball will float”).
Becoming proficient in a language is a complex and
demanding process that takes many years to achieve,
regardless of age. Cummins (1981), for example, has
established a distinction between social language (or
basic interpersonal communication skills [BICS]), and
academic language (or cognitive academic language
proficiency [CALP]). He found that though students pick
Fi gur e 1
Proficiency levels.
Adapted from TESOL 2006.
Level 1 Starting Limited or no understanding of English and able to respond nonverbally.
Level 2 Emerging Able to understand phrases and short sentences and use memorized phrases and
groups of words.
Level 3 Developing Able to understand more complex speech, but requires repetition and uses simple
sentences.
Level 4 Expanding Able to communicate day-to-day needs and read independently, but has chal-
lenges with content comprehension.
Level 5 Bridging Able to express personal or academic topics fluently. Grammatical errors are
minimal.
Fi gur e 2
Key strategies for planning science instruction for English language learners (ELLs).
Know your ELLs’
proficiency level
Align content and language objectives
Create a link between ELLs’ background
and content knowledge
Body systems and organs:
Level 1: “Match descrip-
u
u
tive phrases or words to
diagrams or models.”
Level 5: “Make predic-
u
u
tions or inferences from
modified grade-level
material” (TESOL 2006).
Plant life cycle:
Content objective: Explain the pro-
u
u
cesses involved in the plant life cycle.
Language objective: Use spe-
u
u
cific vocabulary (e.g., germination,
fertilization) and action verbs (e.g.,
germinate, fertilize). Present this in-
formation using complete sentences.
Environmental occurrences:
Identify the environmental occur-
u
u
rences specific to the ELLs’ back-
ground and home region (e.g., earth-
quakes, El Niño effect, volcanoes).
While discussing Earth science
u
u
concepts—such as fast changes—take
advantage of the knowledge and
experience the ELL may bring to the
classroom.

4. March 2011 37
Teaching Science to ELLs, Part I
up BICS relatively quickly, CALP takes years to develop.
This creates a sense of urgency for ELLs at the second-
ary level, who must develop both levels of proficiency in
a limited time frame. Such students are dependent on
their teachers to help them learn the specialized language
needed to understand the content.
Teaching ELLs must be considered a shared respon-
sibility between the content area teacher and the ESOL
specialist. This presents a challenge for content teachers
who might not have the knowledge and skills to accommo-
date ELLs in instruction and assessment. In a nationwide
study, 42% of participating U.S. public school teachers
reported ELLs in their classes, but only 13% had received
training to teach linguistically and culturally diverse stu-
dents (Echevarria, Vogt, and Short 2008). Since this type of
training may not be readily available, content area teachers
must take initiative and seek knowledge and resources for
teaching ELLs in their classrooms.
The following sections present key strategies for plan-
ning and implementing science instruction.
Key planning strategies
1. Know ELLs’ language-proficiency levels
All students enter the classroom with varying abilities,
experiences, needs, and strengths. A unique facet of an
ELL’s profile is his or her English-proficiency level. The
Teachers of English to Speakers of Other Languages
(TESOL) organization provides a five-level language
proficiency scale, which describes the learner’s ability in
English (TESOL 2006) (Figure 1).
When teaching ELLs, science teachers must first iden-
tify each student’s language-proficiency level with the
help of the school or district ESOL specialist. Using this
information, they can then identify appropriate content
objectives, modify instruction, make accommodations, and
adapt assessments. For example, a Level 1 student on the
TESOL scale can label the parts of the urinary system by
matching the terms to a diagram (Figure 1), and a Level 5
student can explain the causes and consequences of losing
kidney function (TESOL 2006).
The content expectations for ELLs—regardless of their
proficiency level—are equivalent to those of mainstream
students; it is only the language that is modified. Addi-
tionally, as ELLs move through the various proficiency
levels, teachers should scaffold language to maximize their
language development.
2. Align content and language objectives
One way science teachers can assist ELLs is to pro-
vide explicit language objectives aligned with content
objectives. Language objectives focus on the spe-
cific vocabulary, grammatical, rhetorical, and dis-
course structures needed to learn the science content.
For instance, in a unit on physical and chemical changes,
Figur e 3
Key strategies for English language learners (ELLs): Investigating pitch of sound.
Provide comprehensible input and
opportunities for output
Provide
opportunities
for interaction
Use performance-based
assessment to promote
science learning
Input:
u Show and name the materials (e.g., rubber bands, tun-
ing forks, ruler).
u Illustrate the differences (i.e., long vs. short, thick
vs. thin).
u Model the verbs (e.g., hit, listen).
u Model one of the investigations, such as how length
of a tuning fork affects the pitch of a sound.
ELL repeats the modeled process.
Output:
u ELL explains the process to a peer and writes the
outcome of the investigation by filling in the blank.
For example, “The _____ (longer or shorter) the tuning
fork, the _____ (lower or higher) the pitch.”
During an investiga-
tion, pair up students.
Pairs converse and de-
scribe the process (e.g.,
“I hear a low pitch”)
and the outcomes (e.g.,
the longer the tuning
fork, the lower the
pitch). This interaction
helps ELLs test out and
verify language while
learning academic
content.
In pairs, ask learners to
perform the two remaining
investigations regarding the
impact of thickness and ten-
sion on pitch of sound, and
write outcomes by using the
model sentence. The teacher
uses a rubric to evaluate
the student’s group perfor-
mance, individual perfor-
mance, accurate representa-
tion of results, and the use
of complete sentences.

5. The Science Teacher
38
one of the content
objectives might be
to “explain changes
in matter, the nature
of changes, and their
real-world applications
in extended discourse”
(TESOL 2006, p. 94).
A language objective
for this unit might be
to “compare and clas-
sify information using
technical vocabulary”
(TESOL 2006).
By linking the con-
tent objectives to the
TESOL Science Standards and Performance Indicators
(TESOL 2006) and the ELLs’ level of English proficiency,
science teachers can set reasonable expectations for their
performance in a given lesson. Making language objectives
explicit can also help native English-speaking students who
struggle with academic language.
3. Create a link between background knowl-
edge and science instruction
All learners, including ELLs, bring a wealth of back-
ground knowledge to the science classroom. This
knowledge plays an essential role in teaching ELLs:
They benefit when the teacher activates their prior
knowledge of a science concept and builds on it. Ac-
cessing prior knowledge enhances new learning, influ-
ences performance, and improves comprehension for all
students—but it is crucial for ELLs.
For example, most countries use the metric system,
so most ELLs bring knowledge of this system to the
classroom. A science teacher can take advantage of this
existing knowledge and, at the same time, include ELLs
in classroom instruction. Efforts to draw attention and
make connections to prior knowledge and experiences
will significantly improve all students’ comprehension of
science concepts—but this is especially true for ELLs.
Key strategies for science instruction
1. Provide opportunities for input and output
To successfully learn a new language, ELLs must have access
towhatKrashen(1982)callscomprehensibleinput,orlanguage
that learners can understand, but is just beyond their current
level of competence. This presents a unique challenge for the
science teacher, because he or she not only needs to present,
demonstrate, and clarify the content, but also ensure that the
language being used is accessible for ELLs.
There are many strategies a teacher can implement to
make input comprehensible—such as using cognates, visu-
als, simulations, and models; rephrasing; or allowing the
learner to explore first. For example, involving ELLs in
simulation activities about the water cycle can help them
not only understand the processes involved, but also realize
that not all water molecules go through the cycle all the
time (e.g., the ice on top of glaciers may remain solid for
many years). Teachers can also support this learning by us-
ing visuals—such as a water cycle diagram—to show how
plants, animals, and humans are involved in the process.
Accommodations such as this benefit not only ELLs, but
also students with diverse learning preferences.
Access to new language plays a key role in language
acquisition, but it is only one of many important elements.
ELLs also need opportunities to produce language and
interact with others in a safe and welcoming environ-
ment. Producing language, or what Swain (1985) calls
output, allows the student to engage with the language.
Learners test out the language and reflect on linguistic
forms in context, which shows them what they can and
cannot do. Poster presentations can allow ELLs to prac-
tice writing and speaking. The visual explanation can
also decrease their anxiety level when presenting the
information orally.
2. Provide opportunities for interaction
Another factor for ELLs’ success in language acquisition
is interaction, an activity that connects input and output.
Interaction serves as the foundation for language develop-
ment because it requires ELLs to comprehend language
input, produce language output, and negotiate meaning
with others. Through interaction, ELLs not only develop
their scientific communication skills, but also clarify their
understanding with classmates who are more proficient
in English.
For this reason, carefully planned small-group ac-
tivities, such as information gaps, can be an effective
instructional strategy for ELLs. In an information gap
activity, two or more students must communicate to ob-
tain missing information. For instance, one student may
have a biography of a famous scientist with the names of
places missing, and another student may have the same
biography with the dates missing. By asking questions,
they can complete the biography together. For these ac-
tivities, science teachers should
u provide clear directions, both written and oral,
u assign roles according to the ELLs’ levels of lan-
guage proficiency—asking beginners to perform less
language-dependent tasks, and
u include proficient English speakers in larger groups.
The key is to
provide a variety
of opportunities
for ELLs with
varying language
proficiency to
express their
understanding of
scientific concepts.

6. March 2011 39
Teaching Science to ELLs, Part I
If possible, students at the lower proficiency levels should
be paired with speakers of their native language so they can
use this language when discussing scientific concepts. Like-
wise, students at higher proficiency levels should be paired
with proficient English speakers (Ballantyne, Sanderman,
and Levy 2008). When used effectively, small groups can
provide a nonthreatening and more relaxed environment in
which ELLs feel comfortable asking questions and seeking
explanations.
3. Use performance-based assessment
Science teachers need to make sure that ELLs have a
reasonable way to communicate what they are learning.
The teacher must lower language barriers in the assess-
ment process so that the focus is on science learning, not
English-language proficiency (NRC 1996). For this reason,
performance-based assessment strategies, such as oral re-
ports, presentations, demonstrations, debates, written task
performances, and portfolios, can be effective in assessing
ELLs’ academic achievement.
In a performance-based assess-
ment, students demonstrate their
scientific knowledge and skills
through a performance (e.g., using
data collected via observations to
generate inferences) and a product
(e.g., creating a model of a thermos
while studying thermal conductors
and insulators). The key is to provide
a variety of opportunities for ELLs
with varying language proficiency
to express their understanding of
scientific concepts.
Similarly, teachers should simplify the language used in
the directions for the assessment and allow extra time for
ELLs to complete the tasks. When constructed effectively,
performance-based assessment can help ELLs support
their language and content development, meet their needs
at different levels of English-language proficiency, moni-
tor their own academic development, and show what they
know and are able to do.
Performance-based assessments promote a wide range
of responses and do not typically produce a single correct
answer. Hence, science teachers should set clear and fair
criteria to evaluate ELLs’ performances, and share these
criteria with ELLs when the task is first introduced. A
rubric is helpful in this regard.
Conclusion
Teachers need strategies to help build the language and
content knowledge of all students—making sure that
ELLs, along with native English speakers, have the op-
portunity to succeed in science. Though there are many
strategies that can be helpful to a teacher, the strategies
we have outlined in this article will allow teachers to
provide meaningful science learning experiences for all
students, but particularly for ELLs.
(Note: The second part of this two-part series focuses
on strategies for assessing ELLs in the science classroom.
This article, appearing on page 40 of this issue, provides
ideas for monitoring language and content development
of ELLs.) n
Nazan Bautista (uludagn@muohio.edu) is an assistant profes-
sor of science education and Martha Castañeda (castanme@
muohio.edu) is an assistant professor of foreign language
education, both at Miami University in Oxford, Ohio.
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Access to new
language plays a
key role in language
acquisition, but it is only
one of many important
elements.
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