RUNNING HEADER: Domain C Literature Review

Domain C Literature Review

Mary Beth Adams
National University

In partial fulfillment of the requirements for

TED 690 Capstone Course
Dr. Clifton Johnson

RUNNING HEADER: Domain C Literature Review

Abstract
This paper outlines the strategies that Bautista and Castaneda share in their two part article,
Teaching Science to ELLs (2011). The ELL student population is increasing, and teachers must
attend to the needs of all of their students. Before any strategies, teachers must determine the
proficiency level of their ELL students. Bautista and Castanedas planning strategies, classroom
instruction strategies, and assessment strategies can then be implemented.

RUNNING HEADER: Domain C Literature Review

Literature Review
Students who are arriving into the United States with limited English proficiency are
increasing in numbers. Teachers in every subject area are being asked to instruct these students
who are still struggling with the English language, let alone content-specific vocabulary. To help
science teachers reach their English Language Learner students, Bautista and Castaneda shared
strategies in their article, Teaching Science to ELLs, parts one and two. They suggest planning
strategies, classroom instruction strategies, and assessment strategies.
Each ELL enters a classroom with a unique history. The teacher needs to know where
that students level of proficiency with the English language is. Language proficiency can be
rated on a scale from one to five. The lowest level, Starting Up, indicates that the student knows
very little English. At the next level, Beginning, the student may be able to use a few phrases
and short sentences. Students at the Expanding level still need simple sentences and may ask to
have things repeated. At the development level, students can communicate easily, but they may
still have trouble understanding some concepts. The highest level, bridging over, means that the
student is fluent in English (Bautista and Castaneda, 2011).
When planning for instruction, science teachers should provide explicit language
objectives aligned with content objectives (Bautista and Castaneda, 2011, 37). A focus on
vocabulary terminology as well as concept development would be advantageous for an ELL.
According to Bautista and Castaneda, science teachers should also assess the background
knowledge and seek ways to link it to new science concepts (2011). By including the talents and
knowledge that an ELL may offer, the ELL will feel included and be enriched by the experience.
The other students will also benefit by hearing about an outside perspective.

RUNNING HEADER: Domain C Literature Review

Bautista and Castaneda continue with strategies for instruction. Their first suggestion is
to provide opportunities for input and output (2011, 38). Inputs are the acquisitions of
knowledge, and outputs are the students work products. All students, including ELLs, need to
interact with new science concepts. There are a variety of opportunities for input including labs,
models, and simulations. Students may choose to share their outputs through technology, written
and oral reports, and creative endeavors.
A second strategy is to provide activities that promote collaboration. In order for an ELL
to become more proficient with the English language, the student must often interact with other
English speakers. Teachers can create opportunities for formal interaction just as in report
presentations, but they should also allow for informal interactions through group project
development and laboratory exercises.
A third instructional strategy that Bautista and Castaneda mention is using performancebased assessments (2011). Paper and pencil tests will be challenging for a student that is still
learning the English language. By providing a variety of other assessment methods, an ELL will
be able to truly share what he or she knows without being burdened by language acquisition
issues.
In the second part of Bautista and Castanedas article, they offer suggestions for more
refined assessment strategies (2011). They suggest that the teacher tailor(s) assessment to
language proficiency (2011, 41). Modifications for assessments such as pointing out the correct
answer, drawing a diagram instead of writing a paragraph, answers with one sentence instead of
an essay, or makes a creative product such as a poster may be more appropriate for a lower level
ELL.

RUNNING HEADER: Domain C Literature Review

However a teacher chooses to modify an assessment, he or she needs to make it

accessible. Teachers should assess what the student knows and avoid language barriers as much
as possible. ELLs are just as academically capable as their peers, but they need a little assistance
with translating their knowledge into English.
According to Bautista and Castaneda, teachers should diversify content knowledge
demonstrations (2011, 43). This is easily done in a science classroom. Student can demonstrate
their knowledge through lab activities, creating models, and many other activities. Having the
opportunity to show their understanding in multiple ways helps build the ELLs confidence in the
science classroom (2011, 43).
Finally, teachers should document student growth. Doing so will allow the teacher to
reflect on the performance and language acquisition of their ELL students. Knowing when to
challenge students to go to the next level is important in advancing student success. Having
evidences of growth will also further boost the confidence of the ELL student.
Bautista and Castaneda offer many strategies for working with the growing number of
ELLs that are populating classrooms today. The first step that any teacher should do is to assess
their ELLs proficiency levels. Then the teacher may began to develop lesson plans that meet the
needs of the ELLs. Knowing the capabilities of the ELLs also allows the teacher to fairly assess
the students knowledge of science concepts.

RUNNING HEADER: Domain C Literature Review

References
Bautista, N., & Castaeda, M. (2011). Teaching science to ELLs, part I. The Science Teacher,
78(3), 35-39. Retrieved from
https://nuls.idm.oclc.org/login?
url=http://search.proquest.com.nuls.idm.oclc.org/docview/859330061?accountid=25320
Castaeda, M., & Bautista, N. (2011). Teaching science to ELLs, part II. The Science Teacher,
78(3), 40-44. Retrieved from
https://nuls.idm.oclc.org/login?
url=http://search.proquest.com.nuls.idm.oclc.org/docview/859330129?accountid=25320