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1. Conversational language proficiency is fundamentally different from academic language proficiency.

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1. Conversational language proficiency is fundamentally different from academic language proficiency.

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ELLs can learn conversational English quickly as they can usually determine what we are trying to say through our facial expressions, hand gestures, body language and tone.

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When learning science, students are learning a whole new vocabulary of words which can already be challenging for native English speaks. Words we take for granted can be confusing for ELLs
E.G. "table" in Periodic Table of Elements ... it is not a table that one would assume you eat on.

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Opportunities to use English actively in the classroom.

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Opportunities to use English actively in the classroom.

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To help develop English and practice using both conversational and academic language, teachers should provide multiple opportunities within their lessons.

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Practice with multiple choice is necessary for university bound students. ELLs have limited to no accommodations by the university. By giving them some extra time, we can help prepare these students for these kinds of questions. With practice, they will also develop speed.

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On assessments, wording can be confusing and unnecessarily descriptive to relate science to a real world problem. For ELLs, we can cut the extra words making the text easier to understand.

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Some biology teachers allow their students to make English/native Language glossaries. Students can use these throughout the unit and on assessments.