Writing Their Way into Science: Middle School English Language Learners as Next Generation Scientists

Abstract

How can a middle school science teacher help her English language learners (ELLs) develop the literacy skills necessary for the science knowledge and thinking practices promoted by the Next Generation Science Standards (NGSS) and the Common Core State Standards (CCSS)? In this chapter we share our pursuit of this question, combining a writing process approach to content development with a commitment to recognizing and valuing the rich cultural and linguistic identities that these students bring to our schools and communities. The content focus of this chapter is a ten-week unit on the hydrosphere, one of the Earth’s four subsystems, designed and taught to a diverse group of English learners in a seventh grade sheltered science classroom. In addition to sharing our instructional practices and approaches, we highlight the voices and learning of four focal students as they developed their emerging identities as scientific thinkers and doers. Lessons learned and questions worthy of further inquiry conclude the chapter.