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1. What do you know about academic language and/or the Science and Engineering Practices (SEPs)?

2. How do you implement academic language and/or the SEPs in your current practice?

3. What do you hope to learn from this series?

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How do you currently engage your MLs/ELLs in productive discourse in your science classroom?

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1) What do you think is the role of 'language' in science learning?
2) How do students currently use 'language' in your science classroom?

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1) What do you think academic language skills look like in science?

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Is the language of the discipline the students need to learn

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Is the language of the discipline the students need to learn

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We enagage these students by providing visual aids, glossaries, and not just providing clear instruction, but actively modeling it for them as well. We also encourage peer collaboration to help them develop their communication skills

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We enagage these students by providing visual aids, glossaries, and not just providing clear instruction, but actively modeling it for them as well. We also encourage peer collaboration to help them develop their communication skills

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Dana Crowley.                                                                How do currently engage your ML's/ELL's in productive discourse in your classroom?

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Dana Crowley.                                                                How do currently engage your ML's/ELL's in productive discourse in your classroom?

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We provide multiple opportunities for MLL/ELL to engage with content by helping them learn and use as much English as possible. We do this with word studies, partial translations of documents, and glossaries. We are create groups where they can practice productive discourse in the language they're currently speaking and their new language.

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1. Academic language is the type of language that students need to use in the content.

2. We are using our unit vocabulary we have our words wall and encourage our students to use them often.

3. I wanted to learn more technique about using SEPs in the classroom.

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We are currently using multiple resources with multi- language to support our ML's/ELL's in the classroom. We are also using more visual support and translations for students to support the learning productivity.

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Basically, in science we use specific terms in the content and we always compare and use our example meaning of the words to other content to make sense for students and encourage them to use in our class often. When they response or discuss in the class they would use at least two vocab words.

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1. SEPs are the science and engineering practices from NGSS. Students have different expectations at the different grade bands. All of the practices overlap

2. I implement academic language by teaching vocabulary within instruction focusing on root words that students might already know and providing opportunities to practice their understanding of academic vocabulary.

3. I hope to learn how to better implement vocabulary especially for my MLL students

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Currently, I am starting to include a link for translation on my digital slides so that my MLLs have an opportunity to see the text in their native language

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1. The role of language in science learning is understanding the vocabulary words of science.

2. One thing I am working on with my students is to answer questions in a way that their answers are clear and specific. Instead of just saying it goes up, I want them to describe exactly what is going up and why it is happening. I am trying to model for them and explain how important it is to be specific when using language so that anyone reading your responses or listening to your explanation will understand you

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1. I think that academic language skills in a science classroom is when students are able to use precise academic language to express their understanding of a topic

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1. I believe that academic language in class includes the use of vocabulary terms pertaining to the subject and SEP is how build relevance to the term by participating in engaging activities.

2. We encourage students to use vocabulary terms throughout their lessons, especially in their exit ticket.

3. I would like to adapt new techniques to provide a better framework for myself.

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We provide MLs/ELLs to participate in discussions in their language and translate it for them via technology available in our school. We also encourage MLs/ELLs to highlight words they recognize in the English text and support them to share out their response in English. We also provide visual aids as an additional tool to support recognition to words that they might know in their language.

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Academic language in science is when students are able to use correct terms in the content cooperating in their writing and speaking.

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D.Crowley 1. What do you think the role of language is in science learning?               2. How do students currently use             "language" in your science classroom?

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D.Crowley 1. What do you think the role of language is in science learning?               2. How do students currently use             "language" in your science classroom?

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I think the role of language in science learning is to provide opportunities for students to learn new vocabulary by "language in use" as opposed to "what language is." For example, in our classroom we would complete a word study on greenhouse gasses while working with a simulation that demonstrated the effect of greenhouse gasses on the Earth's surface temperature.

Traditionally, we might pre-teach ket vocabulary words in the beginning of the unit, but having students access new words in an authentic place in the unit, helps them decipher meaning more easily.

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1.) What I know about academic language is that it's language that sutdents should be familair with in order to write/ respond verbally with scientific words.

2.)I implement academic language by teaching my students the important terms that they should know in the unit.

3.) To learn different methods to be able to teach my MLL students

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1) Academic language is the type of language students are using that correspond to a specific content area. SEPs are used more easily everyday than the rigid NGSS standards for day to day lessons. The SEPs represent what the student is doing rather than focusing on what they are learning.

2) I implement academic language by teaching content specific vocabulary in instruction. Often I will try to relate the word back to something that they already know/are familiar with or try to have them define the root word within the vocabulary word to make sense of the new vocabulary term within context to the topic. After we learn the vocabulary word, I always have my class chorally repeat after me for about 3-4 times because my belief is that if they cannot pronounce it correctly, then they already have a deficit in the understanding of the word. SEPs are utilized in my current practice through labs, class discussions, group work/independent work.

3) I hope to learn how to reach all of my students, specifically MLLs and students who have struggled with their math/science proficiency in the past.

M. O'Malley-Rebovich

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We provide them glossaries of all the potential vocabulary words that they may see throughout the course. Often the vocabulary is derived from something Greek, Latin and in some cases, Spanish/Italian/French, so I try to show how finding the roots in words or prefixes can be particularly helpful in understanding what the word/prefix means.

M. O'Malley-Rebovich

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I currently engage with my ML's/ELL's by having having them participate in the lesson but with differentiated work. My students always have access to a dictionary and/or a glossary with all the vocabulary words for the unit.

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"There’s no reason to think that students have to become totally fluent in conversational English as a prerequisite for learning academic language. For example, consider students in other countries who study English as an additional language. It’s pretty common for those students to acquire academic English before they’re ready to hang out and chat in English in social settings. Plenty of internationally educated, multilingual students come to the United States for graduate school and do well in their academic work even though their conversational English may still be developing. "

"A good anchor builds upon everyday or family experiences: who students are, what they do, where they came from. It is important that it is compelling to students from non-dominant communities (e.g., English language learners, students from cultural groups underrepresented in STEM, etc.)."

What I am wondering is how to design instruction that allows my multi language learners to take risks and engage in academic language discourse? Moreover, does a strong anchor provide those exact opportunities?

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1) The role of language in science learning is to help students construct meaning of an observed phenomenon/theory.

2) My students currently use language in every single conversation they have whether it's a discussion with the whole class or when they are working in pairs. When they are analyzing a regents level question, I can hear them discussing the various vocabulary words within the problem to make sense of the problem.

M. O'Malley-Rebovich

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I believe that academic language skills inside a science classroom look like annotating a text (circling key terms/underlining the questions), putting question marks around words they do not know, constantly reiterating old vocabulary with new vocabulary to show connections between topics, chorally saying new vocabulary to increase comprehension of word itself, writing down those new vocabulary words.

M. O'Malley-Rebovich

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It wasn't until I took two literacy courses in graduate school that I fully understood how important it is that students are learning how to be literate in other content areas, including math and science. I used to think that learning how to read fluently and comprehending what has been read was an English class issue. However, after I took these two courses, I realized I have an obligation as a science teacher to teach my students how to be scientifically literate and so I made it my purpose to emphasize learning the vocabulary through repetition, breaking unfamiliar words up into their root/base word so that students could try to make sense of what the word means through their prior knowledge before teaching them formally about it, and having them repeatedly verbalize the words after learning them. I firmly believe that if one struggles to pronounce a word, they are already behind in the understanding of the word. Science and even math, should be something that is applicable for everyone regardless of ability and language, so again, ALL educators, regardless of discipline have the obligation to make our students literate in their own respective content area, not just teach the respective content area. As we know all too well, just because we teach, it doesn't automatically translate into students learning it.

M. O'Malley-Rebovich

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If a student can produce a summary they are able to access academic language. By unpacking dense information, connecting ideas logically, tracking participants and themes.

Students need opportunities to engage in writing, reading and speaking as mutually affirming practices. I never really thought of it that way

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Language allows our students to share information with reasoning. We might decipher words with prefixes to make connection to a new term and practice it in relevant context. For example if we want to breakdown the prefix di- in carbon dioxide. The prefix di means 2.

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Davis ” For example, to understand the nuances of what the person is saying, you have to know whether they’re totally sure of themselves or have some doubts. If I say to you, “Most of the evidence suggests . . .,” 

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Davis ” For example, to understand the nuances of what the person is saying, you have to know whether they’re totally sure of themselves or have some doubts. If I say to you, “Most of the evidence suggests . . .,” 

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I think academic language skills enable students to express their readings in a variety of ways. It keeps them immerse in the text using different approaches like annotating for vocabulary terms, using language functions and synthetizing everything together.

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Engaging in science practices called for by the NYS P-12 Science Learning Standards

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Engaging in science practices called for by the NYS P-12 Science Learning Standards

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involves using multiple modalities to communicate ideas. Class trips expose students to the content in a fun way.

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I currently engage my ELL's by making sure they are involved in activities through intentional grouping, providing translated vocabulary lists when possible, and using visuals as often as I can.

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I currently engage my ELL's by making sure they are involved in activities through intentional grouping, providing translated vocabulary lists when possible, and using visuals as often as I can.

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Check for previous knowledge on the unit being covered. Introducing vocabulary throughout the lesson. The use of foreign languages during lessons as to support cultural norms. Students are encourage to use cultural association during discussions.

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I know that our current student populations need academic support with scientific language in order to be successful in school.

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1. I know that academic language means using words that help students learn and discuss in school.

2. I use easy science words when I teach, so students understand better. I ask students to write and talk about their ideas using simple science words.

3. I hope to learn new ways to help my students use science work on projects. I also want to learn how to help them think and share ideas clearly.

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We use visual presentations or posters that MLs/ELLs can create and explain to classmate. I also organize science debate where they practice defending their points with facts and reasoning.

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1. The role that language is supports reading and understanding ideas or scientific text.

2. Students currently use language to discuss observations or experiments in science classroom.

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I think that academic language skills is when students use academic language to ask questions and give detailed answers.

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Academic language needs to be specifically taught to students.

Vocabulary reference sheets.

Strategies for success