Growing Language Through Science, K–5: Strategies That Work is an excellent and much-needed resource for all teachers of language learners in the science classroom. Too often, students whose first language is not English are taken out of the science classroom for additional tutoring with the idea that science is “too difficult” for them, thus depriving them of a science content background that might lead to future careers in science and technology. On a more global scale, such actions rob our nation and society of the contributions that these individuals may make in the future in science and related fields. It is past time to take action to ensure that all of our young people receive a solid foundation in science, not only for future careers, but to contribute intelligently to our society. To fail to do so is to fail our youth, our nation, and our future.
Growing Language Through Science, K–5: Strategies That Work focuses on the codevelopment of science and language learning in grades K–5. With the implementation of the Common Core State Standards and the Next Generation Science Standards, this book provides a rich resource for school systems, districts, and teachers to help students in learning both science and language. The NGSS were developed for the purpose of providing all students an internationally benchmarked science education. This includes the thousands of students in our classrooms who are English learners. The book affords a teacher a way to accomplish this goal and to develop and supplement an outstanding science program in their own classroom through exercises, investigations, games, ideas, and other activities. All of these are based on the way students learn science effectively. The NGSS includes critical thinking and communication skills that students need for postsecondary success and citizenship in a world “fueled by innovations in science and technology.” The NGSS integrates these practices with the science content. This book provides a practical approach for K–5 teachers to accomplish the goals of the NGSS and to facilitate language learners’ understanding and practice of these skills.
Up until recently, with the arrival of the NGSS and the Common Core’s emphasis on students reading texts in science, many elementary teachers left science out of the school day due to high stakes testing associated with teaching and learning language arts and mathematics. Because of this, many experienced K–5 teachers have not taught science and are very uncomfortable with the thought of doing so. Growing Language Through Science, K–5: Strategies That Work offers an easy-to-follow road map for both experienced teachers and new teachers to develop and implement a very successful science program in their classrooms. The English Language Arts Standards of the Common Core stress critical-thinking, problem-solving, and analytical skills, and the book suggests easy-to-follow methods for teachers to teach these skills to their students. The book provides the link between the English Language Development Standards, which identify the relationship between what students need to know and be able to do as they move toward full fluency in English, and the Next Generation Science Standards.
On a personal level, the book is dear to me because of the emphasis it places on the natural curiosity children have for science and the importance of the teacher in building on this curiosity and motivation to learn science. My own pursuit of a PhD and a career in science education was fueled by the knowledge that children have an innate desire to understand our natural world, but that too often the desire and curiosity about science is doused by the way science is taught. Growing Language Through Science, K–5: Strategies That Work presents practical strategies that capitalize on students’ desires to learn. The book connects research and best practice for the elementary school grades in teaching and learning both science and language, and it provides the way for learners to experience success in a language-rich science program.
—Katherine I. Norman
Professor, California State University, Stanislaus
Former President of the Association for Science Teacher Education