Science education with English language learners Synthesis and research agenda

• Published in: Review of educational research Vol. 75; no. 4; pp. 491 - 530
• Main Author: Lee, Okhee
• Format: Journal Article
• Language: English
• Published: Thousand Oaks, CA American Educational Research Association 01.12.2005; Sage Publications
• Subjects: Australien; Bilingual students; Bilingualer Unterricht; Bilingualismus; Curriculum subjects: programmes and methods; Educational evaluation; Educational Needs; Educational Practices; Educational research; Educational Resources; Educational sciences; Educational Strategies; Englisch als Zweitsprache; English (Second Language); English as a second language learning; English language; English language learners; Exact and natural sciences; Großbritannien; Kultureinfluss; Kulturkonflikt; Language; Language Proficiency; Learning; Learning outcomes; Lehrerausbildung; Literacy; Literary criticism; Literaturdokumentation; Literature Reviews; Metaanalyse; Minderheit; Multikulturelle Erziehung; Muttersprachlicher Unterricht; Naturwissenschaftlicher Unterricht; Primarbereich; Research Methodology; Schulleistung; Science Curriculum; Science Education; Science Instruction; Science learning; Science Teachers; Second Language Learning; Sekundarbereich; Standardized Tests; Student Diversity; Teacher Education; Teaching methods; USA; USA; United States > US; English language learners; science education; Integration; Research program; Methodology; Science Education; Theory
• ISSN: 0034-6543; 1935-1046
• DOI: 10.3102/00346543075004491

This review analyzes and synthesizes current research on science education with ELLs. Science learning outcomes with ELLs are considered in the context of equitable learning opportunities. Then, theoretical perspectives guiding the research studies reviewed here are explained, and the methodological and other criteria for inclusion of these research studies are described. Next, the literature on science education with ELLs is discussed with regard to science learning, science curriculum (including computer technology), science instruction, science assessment, and science teacher education. Science education initiatives, interventions, or programs that have been successful with ELLs are highlighted. The article summarizes the key features (e.g., theoretical perspectives and methodological orientations) and key findings in the literature, and concludes with a proposed research agenda and implications for educational practice.