(March 30, 2011) Learning the academic language of science can be tough for most students, but it is an even bigger challenge for students who are also learning English. Fortunately, teachers can structure their instruction in ways that support both the learning of science and the language of English in dynamic ways. Veronica Betancourt, M.A., an IDRA education associate, describes the first of seven research-based strategies IDRA has developed for delivering instruction differently for secondary students. The first strategy is: Building upon English learner language proficiency for effective science instruction. Veronica provides several examples for the classroom teacher that she has used in teacher training and mentoring. She is interviewed by Aurelio M. Montemayor, M.Ed. Send comments to
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Science Smart! IDRA’s professional development that provides teachers with scientifically-based strategies to teach initiative scientific concepts, critical-thinking skills, problem-solving abilities and processes.
* Kristin introduces the first main strategy in the guide: building upon the students’ existing levels of English proficiency at the time they’re in the classroom.
* Kristin offers an overview of some of the techniques for teaching new science vocabulary words to English language learners.
* Kristin explains why questions on science exams often have to be changed, based on the varying English proficiency skills of the students.
* Kristin talks about how students must “negotiate for meaning” in the conversations they have with each other.
* Using research from Jim Cummins, Kristin discusses three ways that teachers can expose their students to the academic language of science:
Talking about form
Talking about meaning
Talking about the specific use of language functions
* Kristin notes the importance of observing how different students responding to instruction, and then modifying techniques as needed.
* Kristin considers how science is organized -- and thus taught -- differently from other content areas, such as literature.
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(March 30, 2011) Learning the academic language of science can be tough for most students, but it is an even bigger challenge for students who are also learning English. Fortunately, teachers can structure their instruction in ways that support both the learning of science and the language of English in dynamic ways. 
language proficiency for effective science instruction. Veronica provides several examples for the classroom teacher that she has used in teacher training and mentoring. She is interviewed by 
