The Water Lab Curriculum for Teaching Science to Young English Language Learners

Lauren Sand, Virginia M Gonzalez

Abstract


This article describes a science curriculum model for preschool English language learners (ELLs) based on an integration of Socioconstructivistic theory, content-based instruction, and the Ethnic Educator approach. The curriculum model is implemented through a Water Lab project that shows learning progress in science concepts and first-and-second-language (L1 and L2) skills as compared to educational standards. This curriculum contributes to the literature by teaching science content through: (1) a conceptual approach stimulating higher-order thinking strategies, (2) inquiry-based and problem-solving pedagogical strategies, (3) students’ prior cultural and L1 knowledge, and (4) active learning and the social participation of students in learning communities.

Keywords


english language learners; science education; early childhood education; Early Childhood; English as a Second Language

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The NABE Journal of Research and Practice is a publication of the National Association for Bilingual Education in association with the Northern Arizona University College of Education.  For more information, visit About the journal.

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