Tier-two words are words that more-advanced speakers and writers use across different content areas (Ferlazzo, 2017). Tier-three words are content area-specific words that are integral to understanding a discipline (Ferlazzo, 2017). The tier-2 and tier-3 words in scientific language are likely to present a challenge to ELLs. Words like “theory,” “force,” and “reduction” have a different meaning in science than they do in lay-speak. In more advanced scientific texts, tier-3 words like “atom,” “hypothalamus,” and “enzyme” may need even more direct instruction and practice to help ELLs understand key vocabulary words. These vocabulary terms should be taught in small, related chunks to help students make sense of their relationship with one another (Fenner and Snyder, 2017). These words should be reinforced throughout the unit (and throughout the year) using a word wall and spiral review strategies.
Conditional sentences related known facts with their consequences (Fenner and Snyder, 2017). An example of a conditional sentence in everyday language is “If I don’t eat breakfast, I will be hungry.” In scientific texts, conditional sentences are common, which may be challenging to ELLs who are unfamiliar with this type of syntax. When coupled with novel scientific ideas and vocabulary, this form of speaking and writing presents another barrier for understanding for all students, particularly ELLs. Teachers of all content areas can diminish this hurdle by teaching students how to “unpack” confusing sentences into their components (Fenner and Snyder, 2017). The sentence “the number of microbes will decrease if there is not enough nitrogen” can be broken down into the theoretical statement and the condition. Students can first look at the first part of the sentence: “the number of microbes will decrease.” Once students understand that microbes are small, living things and that decrease means go down, students can begin to unpack the next part of the sentence before putting it back together.
Discourse level is the way that text is presented, including titles, subheadings, captions, and textstream (Fenner and Snyder, 2017). The discourse level of scientific text should be the least challenging aspect for ELLs; most texts have clearly-labeled subheadings that inform readers of the main topic of the section (i.e. introduction, methods, discussion, conclusion, etc.). Nevertheless, effective instruction of reading scientific texts should include direct teaching of each component so that students are better equipped to interact with texts.
No student is a native speaker of science; these language challenges may be especially prevalent for ELLs, but they can pose problems for all students. I have found that working on fundamental skills (like reading science) makes it much easier to master more-complex concepts later on.
In building content instruction around my students’ linguistic strengths, I can supply other modes of “text” for students to analyze, including graphs and diagrams. I can supplement these with written texts so ELLs can draw connections between visuals and scientific writing. Many scientific processes, particularly in cellular biology and mammalian body systems, are demonstrated most clearly with animations and videos. Therefore, using these visual tools centers content around the linguistic abilities of my ELLs as well as assists my native speakers in grasping content material. In supporting disciplinary writing, I can provide ELLs with sentence stems as needed so they can better express their knowledge of content clearly and with greater confidence. In particular, these can be utilized in laboratory reports. I can also collaborate with other teachers of the same grade level to discuss the features of academic language that each intends to teach so that students are exposed to sufficiently different types of language that can also be applicable across content areas.
Consultation with an ESOL teacher can greatly benefit my teaching of academic language to ELLs. This teacher may be able to assist me with identifying ELD standards and creating language objectives that support these standards. The ESOL teacher can also implement necessary scaffolds to support instruction of ELLs at different points of the lesson based upon specific student needs. In co-planning with an ESOL teacher, we can work to analyze instructional texts to predict likely trouble-spots for ELLs and can highlight the features of academic text that can be taught to meet language objectives. Further, content area and ESOL teachers can devise mini-lessons that focus on direct instruction of academic vocabulary, sentence structure, and discourse before delving into a text. After the lesson, teachers can meet to discuss what worked well and what could be improved upon for the future.
Fenner, D. S., & Snyder, S. (2017). UNLOCKING ENGLISH LEARNERS POTENTIAL. Place of publication not identified: CORWIN Press.
Ferlazzo, A. (2017, November 29). Enriching academic vocabulary: Strategies for teaching tier two words to ELL students. The New York Times. Retrieved April 30, 2019, from https://www.nytimes.com/2017/11/29/learning/lesson-plans/enriching-academic-vocabulary-strategies-for-teaching-tier-two-words-to-ell-students.html
Teaching English Language Learners 