Supporting ELLs’ Use of Hybrid Language and Argumentation During Science Instruction

Abstract

ABSTRACTTo bridge the gap for English language learners (ELLs) in science, hybrid language affords the opportunity for students to communicate through various modes, including natural language, visual representations, mathematical expressions, and manual-technical operations. The purpose of this study was to investigate how ELLs use hybrid language (a) to demonstrate their knowledge of science and (b) to engage in argumentation. ELLs participated in a summer enrichment program that integrated language, inquiry-based investigations on erosion, and mathematics. The research team qualitatively assessed 15 student notebooks to trace students’ growth in science content as demonstrated by the integration of all 4 modes and the presence of argumentation with embeddedness. The results revealed that 8th-grade ELLs increased their use of each mode of hybrid language over time to communicate their understanding of erosion. As expected, some students integrated all modes of hybrid language more frequently than other students. In addition, argumentation became more evident toward the end of the experience as students used claims and evidence. Students who connected their written claims with visual representations (embeddedness) tended to construct stronger arguments than those who did not make connections between text and visuals. Implications for classroom practices and teacher preparation are discussed.