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good to know that modelling is helpful—surprised that C-E-R not helpful, but perhaps b/c of middle school

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Lots of frameworks at first, but was great at generating easy-to-understand findings at the end

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Appreciated asset-oriented perspective (rather than deficit)

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Language comprehension as a predictor for success (like math). I think there is an article by Sam Pazicni on this...

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Communication skills are an important predictor of success that we assess even if we don't know it

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Easier to incorporate writing with smaller class sizes. Perhaps this is why math is assessed in larger scale courses (easy to grade)

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Class culture—spend time on group work and talking about their ideas to get feedback on their language and how they're communicating

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what type of group working dynamic encourages students to thrive better given their language competencies?

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Might have been helpful to conduct interviews to gain more insight (writing vs speaking)

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We will always be getting information through some sort of filter

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Co-curricular supports

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How to group ELs vs non-ELs?

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UW Madison Delta program: teaching training. Course for international TAs https://uwmadison.app.box.com/s/16nrrnrs60gpb0ax72acks4hlsydza0o

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Having interviewers who speak the languages of interviewees

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Giving additional time/opportunities to express they're thinking

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Focus on how interviewees use a word (electronegativity as an adjective, noun, etc?)

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Lexical analysis—how to provide feedback on images/modelling?

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Johnstone Words that Matter in Science 1985.PDF

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Johnstone Words that Matter Appendix 1985.PDF

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Maybe native English speakers have more difficulty with terms that are used in both general and chemistry-specific contexts (equilibrium, attack, spontaneous)

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^ but there is also an equal (or even greater) number of cases of the opposite problem, i.e. native speakers already having an understanding of a term

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Making explicit communication expectations/outcomes—balance between discriminatory vs. helpful?

Only discriminatory if you're not teaching it. Teach the framework for how to construct arguments/explanations.

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epistemological instruction (e.g. explicitly teach how to properly formulate explanations/write) is beneficial for everyone, not just ELs

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pre-recorded lectures as part of COVID have helped students navigate lecture in a more accessible way

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Literature on mass analyzing concept maps—need to teach people how to construct concept maps...

Could be helpful to ask students to construct concept maps prior to constructing explanations/arguments to support identifying relevance of concepts