Language in Science Learning

Language in Science Learning

by Kevin Anderson, DPI Science Guy

As you’re well aware, science has significant language learning demands. Current research suggests vocabulary should be taught differently than I sometimes did as a teacher. Practices such as memorizing and regurgitating definitions or pre-teaching key words have been shown to be less effective in student learning. Instead, all students, and particularly multilingual learners, benefit from careful attention to language development (note, the newer term, “multilingual learner” is used to acknowledge that students we have labeled as “English Learners” are generally learning English and at least one other language). They need rich language environments where they’re introduced to key terms multiple times in multiple modalities (e.g. teacher/peer talk, text sources, and video) and then are expected to use it themselves.

The 2020 WIDA standards include lots of ideas for language usage in science at every grade level (see standard 4 at each grade in this document: https://wida.wisc.edu/sites/default/files/re source/WIDA-ELD-StandardsFramework-2020.pdf). It suggests students should be using language to narrate, inform, explain, and argue. For example, in kindergarten these standards suggest students use words like “so” and “because” to begin to explain causal relationships. They also suggest using comparisons like “paper floats but rocks sink.”

A serious problem in language learning is that students often seem to understand a term because they can give its definition. With a little probing, it becomes apparent that they’ve really only memorized ideas and words, but they cannot use them productively in new situations. They don’t have a deep understanding at all! Academics have termed this type of learning as the “illusion of explanatory depth” (more details here: https://wisdpiscience.blogspot.com/2019/04/studentsusing-proper-science.html).

Another problematic language strategy that I learned in my teacher preparation program was pre-teaching vocabulary. Again, research suggests this does not work as well as learning the vocabulary through using it and repeatedly connecting to it in context. More details and research in that regard can be found in this STEM Teaching Tool: https://stemteachingtools.org/brief/61. Essentially, research does not suggest testing vocabulary on its own or in any summative way. Our current state standards (like the NGSS) suggest getting rid of this type of DOK 1 work in general. Instead, research suggests that students learn the terms better as they’re used in context to create models, write explanations, design investigations, engage in dialogue, evaluate information, etc. –when they’re doing science. Assessment of these terms can occur in similar ways – as part of sensemaking!

Moving forward, WSST’s Equity and Access Committee will provide an article in each newsletter with an equity and access focus. This is the first in that series. Feel free to reach out with any comments or questions.