Running head: DOMAIN C LITERATURE REVIEW 1

Domain C Literature Review

National University

Emily Atkins Wooldridge

DOMAIN C LITERATURE REVIEW 2

Abstract

This paper reviews current literature that pertains to Domain C of the California Teaching

Performance Expectations (TPEs). Specifically, within Domain C is TPE 7: Teaching English

Learners (California TPEs, 2013, pp. 14-15). The current literature discussed in this paper

specifically addresses this TPE from the perspective of science education. As a science teacher, I

am seeking to understand the best ways to support English Learners in my class by reviewing the

current literature on the subject.

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Introduction

The seventh TPE of the California Teaching Performance Expectations is about teaching

English Language Learners (ELLs). Teachers should “know and apply pedagogical theories,

principles, and instructional practices for comprehensive instruction of English learners”

(California TPEs, 2013, p. 14). Within core subjects they are to “use systematic instructional

strategies, including contextualizing key concepts, to make grade-appropriate or advanced

curriculum content comprehensible to English learners” (California TPEs, 2013, p. 15). This

emphasis on teachers being highly skilled in appropriate and equitable strategies to help ELLs

succeed academically is likely caused by the increasing number of students who speak a

language other than English. The National Center for Educational Statistics reported that “the

number of school-age children who spoke a language other than English at home rose from 4.7

million to 11.2 million between 1980 and 2009, or from 10% to 21% of the population in this age

range” (as cited in Lee & Buxton, 2013, p. 37). In science, ELLs often have a more difficult time

than non-ELLs because they are trying to learn new content in an unmastered language and

“everyday words take on new and specialized meanings (Gagnon & Abell, 2009, p. 50). It has

even been reported by the National Assessment of Educational Progress science scores that

“science achievement gaps between ELLs and non-ELLs [have] widened considerably (as cited

in Lee & Buxton, 2013, p. 37). This paper suggests research-based instructional strategies that

have proven beneficial when used for ELLs in science classrooms.

Research-based Instructional Strategies

Lee & Buxton (2013) suggest many strategies to integrate science and English

proficiency for ELLs. One of their main suggestions is that to promote science and English

literacy, teachers need to incorporate a wide variety of reading and writing strategies that expose
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students to the content and language in numerous ways (p. 38). They also suggest science

teachers structure their classroom around hands-on scientific inquiry because it reduces the

linguistic burden on ELLs, provides them with an authentic context to communicate their science

knowledge, and it promotes communication of their understanding in a variety of formats

(textual, graphic, oral, gestural, etc.). Using multiple modes of representation and repeated

exposure to key terms and vocabulary across contexts is another way ELLs have increased

access to understanding science (p. 39). During scientific discourse teachers should paraphrase

and restate key concepts and ideas and communicate just slightly above a student’s

communicative competence to push their language skills further. They should also use

appropriate linguistic scaffolding to build students’ conceptual understanding and discourse skills

(p. 39). Outside of the classroom, teachers should learn about the home language and culture of

their ELLs so that they can incorporate bilingualism and multiculturalism into their instructional

strategies as much as possible to support their students’ science and English proficiency (p. 40).

Gagnon & Abell (2009) also promote the use of bilingualism and inquiry-based science for

ELLs. They also suggest visual supports of vocabulary, key concepts, or scientific processes

posted on the classroom wall to help reinforce learning. Another suggestion of theirs is allowing

students to talk in small groups so ELLs can have scientific discussion using more casual English

but also probing students for more information to boost their reasoning skills (p. 51). Like Lee &

Buxton (2013), Gagnon and Abell (2009) also emphasize the use of a variety of representation

methods when presenting information so that students are exposed to the content in different

ways which will help develop both their science and English literacy skills and overall

understanding.

Conclusion
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Through this research I am pleased to learn that I am using many of these strategies

already in my classroom. During my credential program, we were required to take classes

specifically about how to support ELLs in our classrooms and I have an ELL authorization on

my credential, but those classes were not specific to ELL support in science. The literature

discussed above suggested many strategies that I have already been using, which can be seen in

Domain C and others in my PDQP, but it also provided me with other strategies that I haven’t

used that I am excited to try in my classroom. It also reminded me of the importance of updating

my pedagogical knowledge specifically relating to ELLs since the number of these students is

increasing. Overall, it appears that inquiry-based science that allows for hands-on, authentic

scientific experiences is not only the best way to teach science in general, but especially to ELLs.
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References

California Teaching Performance Expectations. (2013). Commission on Teacher Credentialing.

Retrieved from

https://www.ctc.ca.gov/docs/default-source/educator-prep/standards/adopted-tpes-

2013.pdf.

Gagnon, M. J. & Abell, S. K. (2009). ELLs and the language of school science. Science and

Children, 46(5). 50-51. Retrieved from

https://search-proquest-com.nuls.idm.oclc.org/docview/236906109?

accountid=25320&rfr_id=info%3Axri%2Fsid%3Aprimo.

Lee, O. & Buxton, C. A. (2013). Integrating science and English proficiency for English

language learners. Theory Into Practice, 52(1). 36-42. doi:

10.1080/07351690.2013.743772.