Abstract
The academic language (oral and written language used for academic purposes) associated with science is often abstract. As such, learning the language of science can present multiple challenges for English language learners (ELLs). Along with being embedded in individual vocabulary words, this abstraction is found in the language demands that teachers need to consider as they plan for, and support students’ learning of science. In order to assist ELLs in becoming more proficient with the academic language of science, and thus broadening their participation in STEM-related fields, teacher education programs must better prepare elementary teachers to support academic language development. This chapter will examine instructional practices that positively influence the academic language knowledge of English language learners as it relates to science.
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