Biliteracy instruction for English Language Learners for Earth Science on Weather
Introduction
Dual language is an education model involving the use of two languages to teach literacy and content. A partner language is used for a minimum of half of the instructional and learning day in elementary learning stages. Students with limited English are a growing population in our schools and so are classified as ELLs (English Language Learners). The present approach to ELLs where emphasis is made on narrow English skills range requires a more productive approach. This will enable the achievement of a narrowed gap between ELL/ Bilingual students and students that use English as their first language. These programs must, therefore, be based upon sound educational premises and be effectively implemented. The Biliteracy programs must also be appraised to be effective both in teaching the language and enabling access to a complete curriculum including sciences, math, languages, and the arts.
Learning should be developed to conform to the CCS 9common core standards) where curricula knowledge and assessment are linked to standards. The standards must also be based on scientific research and focus on improving knowledge in the subject and increased student achievement. Bilingual and ELL students have the challenge of learning English, and at the same time learning complex concepts and challenging content in the English language. As such, English language proficiency standards must be aligned to content area standards and language arts. This will result in ELL/ bilingual students have opportunity and access to demonstrate their academic growth and language. This paper shows a bilingual class on earth sciences on weather with content targeted to the objectives and standards with the aim of supporting biliteracy development. The lesson is a thirty minute session followed by a thirty minute evaluation session
Overview
This is an introductory class lesson that...