TEACHING GEOSCIENCE, AT THE SECONDARY LEVEL, TO ENGLISH LANGUAGE LEARNERS IN AN URBAN SETTING

Science, the geosciences in particular, is a notoriously vocabulary-rich subject to teach. As instructors of the geological sciences, we must search for the best way to explain these essential disciplines. As an educator in an urban setting I experience the chronic challenges of student ambivalence and a lack of language comprehension. Multiple studies cited in my research state that science is a language in and of itself. Thus, we must employ the dynamics of the language arts to teach science successfully to those students that have been labeled as “English as a second language” (ESL) and “English language learner” (ELL) students. Since I teach in a school that exclusively accepts new immigrants to the United States, and I teach freshman year science (their first year in this country, for many of my students), developing sophisticated pedagogical techniques for teaching science to ELLs is my highest priority.

From reviewing previous studies and speaking with fellow teachers, I have uncovered some key strategies. First, we must use “culturally relevant pedagogy” and examples to give our students meaningful associations with the content. Secondly, text-rich environments help with the mastery of the language of science, as well as the English language in general. Most importantly, we must cultivate a love of science, or at the very least, provide examples that spark engagement with the subject matter. Earth science and ecology, the subjects I teach, are in and of themselves heavy with content that jumps from the page. However, what educators and what students find intriguing or interesting often diverge. The purpose of this study was to synthesize research literature and anecdotal communications that explored the optimal means for language mastery in the geological sciences.