USING INQUIRY TO BREAK THE LANGUAGE BARRIER: English language learners and

science fairs
Author(s): Amy Ricketts
Source: The Science Teacher , November 2011, Vol. 78, No. 8, SCIENCE FAIRS (November
2011), pp. 56-58
Published by: National Science Teachers Association

Stable URL: https://www.jstor.org/stable/24148509

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n n English
Englishlanguage
language
learners
learners
and science
and science
fairs fair
i
Amy
Amy Ricketts
Ricketts

he more than five million English language learn- Although

Althoughteachers sometimes
teachers sometimes assume
assume that limited Eng that limited Eng
ers
ers (ELLs)(ELLs) inStates
in the United therepresent
United States represent over 10% lishlishlanguage
over 10% language skills skills
make ELLsmake ELLs
incapable of incapable
engaging in of engaging in
ofofstudents enrolled inenrolled
students public schools—and this
in public schools—and this scientific inquiry,
scientific growing
inquiry, growing evidence
evidence supports the idea thatsupports the idea that
The more than
number
number isfive
is growing rapidly.
growing million
From 1997 English
to 2007,
rapidly. Fromlanguage learna "synergistic
1997 to 2007, relationship
a "synergistic relationship [exists]
[exists] between between science inquiry
science inquiry
growth
growthof ELL enrollment
of ELLexceeded that of overall exceeded
enrollment enroll that of overall enroll- and and
language development"
language development" (Stoddart
(Stoddart et al. 2002, p. 664), et al. 2002, p. 664),
ment
ment by morebythanmore than2010).
six to one (NCELA six to one (NCELA 2010). and that English proficiency
and that English proficiency is not is nota prerequisite
necessarily necessarily a prerequisite
Regardless
Regardless of teach,
of where they wherescience they teach, science educators will for engaging
educators will in content
for engaging in content learning.
learning. In fact, using inquiry In fact, using inquiry
undoubtedly encounter ELL students in their classrooms with with
undoubtedly encounter ELL students in their classrooms ELLs hasbeenbeen
ELLs has shown toshown to not
not only enhance only enhance scientific
scientific
and
and be expected
be expected to effectively to
teacheffectively teach science content to these thinking
science content to these thinkingbut
but also
also
to facilitate
to facilitate
English language
English
acquisition language acquisition
students.
students.The National
The Science Education Standards
National Science (NRC Education Standards (NRC and reasoning ability
and reasoning ability (Rosebery,
(Rosebery, Warren,
Warren, and Conant 1992). and Conant 1992).
1996)
1996) advocateadvocate for inthe
for the use of inquiry scienceuse offorinquiry in science teaching for One
teaching One way
way forfor
ELL students
ELL tostudents
engage in inquiry
to isengage in inquiry is
all.
all. But But is this
is this possible possible
if students if students
aren't fluent in English? aren't fluent in English? through
through
a school
a school science
science
fair project
fair or other
project
independent
or other independent

56 The Science Teacher

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research
research endeavor. Though the
endeavor. traditionalthe
Though science proportional
fair may
traditional whenwhen
proportional
science first
fair tackling
first
may a
tackling a_~*
not
not bebe
successful, science teachers
successful, science can make simple
teachers science
modifi-
can make fair project.
science fair
simple Instead, stu Instead, stu- ii/r*
project.
modifi
cations
cations to help
to ELLs
help achieve
ELLs theachieve
dual goals of
the mastering sci- dents'
dents'
dual goals ofnatural
natural vocabulary
vocabulary
mastering SCllNKS,
beshould be L I l\f\J,
shouldsci
ence
ence content and enhancing
content English language
and enhancing explained,
acquisition.
English negotiated
explained,
language negotiated(i.e.,
acquisition. (i.e., students ▼
students ▼
and
and the
the teacher
teacheragree
agreeupon
upondefini-
défini-
Keywords.
Keywords-
Pendulums
Pendulums
Modifying
Modifyingaaproject
project tionsofthis vocabulary),
r , . t 1 \ i ,1 at www.scilinks.org
tions orand used byandaXwwwscl,inksor9
this vocabulary), used by
other students and the teacher.
3 , Enter code: TST111101
Enter code: TST111101
In my
In myschool,
school,a self-contained
a self-contained classclass of ELLs
of ELLs completed
completed other students and Thethe teacher. The
whole-groupscience
a whole-group science fair
fair project
project on the
on the variables
variables science teacher shouldn't introduce
that that science teacher shouldn't introducescientific scientific
vocabularyvocabulary
affectthe
affect theperiod
period of of a swinging
a swinging pendulum—the
pendulum—the until the class has established a common understanding
time ittime it until the class has established a common understanding
takes
takes thethe pendulum
pendulum to complete
to complete one one through students'alternate
through students'explanations,
alternate explanations.
back-and-forth
back-and-forth cycle.cycle.
We testedWemul tested mul- This way, scientific i his way,vocabulary can becan be
scientific vocabulary
tiple
tiplevariables, working
variables, throughthrough
working the Science
the teachers developed
SCI6HC6 tSOChSTS over time. over time,
developed
project
project in several
in several phases phases over several Inquiry and the
over several National
Inquiry and the Science Edu Edu
National Science
weeks. This allowed me to systemati-
weeks. This allowed me to systemati can make CODsimple
make simple cation Standards
cation Standards supports this supports t
approach:
cally transfer responsihility to students "Definitions based on direct experience
cally transfer responsibility to students modifications
modifications to help tO helD "definitions based on dir
ina away
in way that
that supported
supported their
their languagelanguage < more often result in understanding
more often than than
result in understanding
needsand
needs and
waswas culturally
culturally sensitive. ELLs ELLS
sensitive. achieve the the
achieve dualdual just
)ustmemorizing
memorizing words"
words" (NRC(NRC
2000, 2000,
p. p.
InPhase
In Phase One,
One, which
which took
took one weekone week . _ . 133). Heeding these
133). recommendations,
Heeding these recommendations,
tocomplete,
to complete, I introduced
I introduced pendulums goals ofgOOlS
pendulums mastering
OT mOSienng my and
my students students and Iofmade
I made graphs their graphs of
and
andasked students
asked to suggest
students variablesscience
to suggest variablescontent
SCieDCeand dataQnd
COflteflt and analyzed the data
^3ta anC^ in their
ana'yze(^ natu
t'le ^ata 'n t^le'r
thatmight
that might affect
affect a pendulum's
a pendulum's period. period. ral languages. ral
Using their
languages. established
Using vo
their established vo
II provided
providedthe the investigation
investigation enhancing
topic andtopic English
and enhancing English cabulary,
cabulary, I provided
I provided frame sentences
frame sentences for for
students to use in their written
research question rather than having i nao n n rc'Fhon students to use in their written analysis
research question rather than having analysis
students
students generate
generate their
their own: own:
Asking language acquisition.
Asking ^§^^5 CpUISI I and
. anc| conclus;ons
conclusions. These
These frame frame sentences
sentences

questions
questions is encouraged
is encouraged for deeper provide the standard,
for deeper provide the common wordswords
standard, common
understanding
understanding in American
in American culture, culture, used in the sentences,
used in theleaving
sentences,blanks for for
leaving blanks
but
but this
thispractice
practiceisn't
isn't
necessarily
necessarily
common
common studentsstudents
(or acceptable)
(or acceptable) to complete with words
to complete that words
with apply to the apply
that specific
to the specif
in
in others
others(Sutherland
(Sutherland and
andDennick
Dennick
2002).
2002).
But But
students
students
analysis. analysis. Students
Students wrote wrote
the entire the entire sentence,
sentence.
suggested
suggestedvariables
variablesbased
based
on on
their
their
ownown
interests.
interests.
This This
way, way,
students
students still
still had had ownership
ownership The next
of the investigation
of the investigation question, steps The next Steps
question,
butitit
but was
was presented
presented in a less-threatening
in a less-threatening way. way. In Two,
In Phase Phase Two,
which tookwhich
another took another
week to complete,week
my to complete
Aftermaking
After making a list
a list of possible
of possible variables,
variables, studentsstudents chose
students
chose and students
I tested howandtheI pendulum's
tested howangle
the (i.e.,
pendulum's
am angle (i.
the
the first
firstvariable
variableto to
test (in (in
test thisthis
case,case,
mass).mass).
To scaffold in
To scaffold
plitude) in-
affects
plitude)
its period,
affects
keeping
its period,
the masskeeping
and all other
the mass and all ot
struction,I explicitly
struction, I explicitly provided
provided the procedure
the procedure for testing
for testing variables the
the constant.
variables
We began
constant.
with a We
discussion
beganofwith
why ait's
discussion of wh
variable.
variable.When
Whenmodifying
modifyinga science fairfair
a science project for ELLs,
project for ELLs, important
important to test onlyto
onetest onlyatone
variable variable
a time. at a time. Even thou
Even though
the teacher's
the teacher's greatest
greatest challenge
challenge is striking
is striking a balance
a balance webetween
between had already
wehad
hadthis
already
discussion
hadseveral
this discussion
times earlier
several
in times earlie
"teacher
"teacher guidance
guidance and
andstudent
studentinitiative,
initiative,with
withteachers
teachers the year,
the school school year,
it was stillitdifficult
was stillfordifficult
students tofor students to explai
explain.
makingthe
making thedecisions
decisions about
about howhow and when
and when to foster
to foster Again,
studentstudent
I initially
Again,encouraged
I initially
them
encouraged
not to worry
them
about
not
us to worry about
responsibility"
responsibility" (Fradd
(Fradd et al.
et al. 2001, 2001, p. 427). ing
p. 427). the
ing the right
right words.
words. A feweffectively
A few students students effectively
made their made
Students
Studentsfollowed
followedmy
myprocedure and recorded
procedure their data
and recorded their
pointdata
usingpoint
the pendulum
using the
as apendulum
visual aid. as a visual aid.
in
in aa table
tableI Icreated.
created.Fradd andand
Fradd colleagues (2001)(2001)
colleagues suggest
suggest
When weWhen
began towe began
test to test
the angle, the angle,
I provided I provided the p
the proce
that
that implementing
implementing a plan—not
a plan—notcreating
creating
it—and
it—and dure,
report but students
report- constructed
dure, but theirconstructed
students own data tables and own data tabl
their
ing
ing the
theresults
resultsare the
are first
the responsibilities
first that that
responsibilities students
students
graphs—with
graphs—with
less help from
lessme.
help
They
from
used me.
the frame
They sen
used the frame se
should
shouldassume.
assume. tences from Phase One tences to guide theOne
from Phase discussion and writing
to guide the discussion and writing
When
Whenanalyzing
analyzing thethe
datadata
in Phase One, I One,
in Phase encouraged
I encouraged
of their analyses.ofThis
their analyses.
sequence This sequence
of transferring responsibili of transferr
students
students toto
useuse
alternative ways ways
alternative to communicate their
to communicate their is
ties to students ties to students
supported is supported
by Fradd and by Fradd and c
colleagues' (2001)
thinking
thinking when
when struggling
struggling to find to
the find the right
right words. recommendation
Fradd words. Fradd that students independently
recommendation thatanalyze
students indepen
and
andcolleagues
colleagues (2001) found
(2001) that "providing
found ELLs with
that "providing ELLs
data and with data andafter
draw conclusions draw conclusions
implementing a planafter
and implement
opportunities
opportunities to communicate
to communicate sciencedrawings,
science through through drawings,
reporting reporting the results.
the results.
charts,
charts, tables,
tables, graphs,
graphs, and computer-developed
and computer-developed simulaIn Phasesimula- In Phase
Three, which Three,
took three which
to five days totook
com three to fiv
tionsreduced
tions reduced thethe language
language load required
load required toplete,
participate"
to participate" plete,
students tested students
length. tested Fradd
Again, heeding length.
and Again, heed
(p.
(p. 492).
492). Specifically,
Specifically,ELLs ELLs
shouldn't be required
shouldn't to use
be required
colleagues'
to (2001)
use colleagues'
recommendations,
(2001) students
recommendations,
planned stude
scientific
scientific vocabulary
vocabulary such
such as as independent
independent variable or variable
the procedure
directly or directly
themselves
the procedure
in addition tothemselves
performing their
in addition to pe

November 2011 57

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Using
Using Inquiry
Inquiry
to Break the
toLanguage
Break Barrier
the Language Barrier

responsibilities
responsibilitiesfrom previous
from
phases. At
previous
this point, clear 2000,2000,
phases. p. Especially
p. 122).
At 122).
this Especially
point, in self-contained
in self-contained
clear classes ofclasses of limited
limited
leaders
leadersemergedemerged
from the group—providing
from themuch group—providing
of the English proficient
English students,
much
proficient learning
oflearning
students, the
communities can easily
communities can easily
support
supportI had provided
I hadinprovided
previous phases.
inStudents still be built
previous around
bephases.
built common
around Students
commonscience fair projects,
still
science fair projects.
needed
neededmy support,
my support,
but I was impressed
but with
I was
how much
impressed
In traditional projects,
with projects,
In traditional students
how students
much
work independently (or in
work independently (or in
they
they hadhad
growngrown
over the course
overofthe
the project.
course small
ofgroups)
smallon
the various
project.
groups) oninvestigations. For ELLs,
various investigations. it ELLs,
For is wise
it is wise
At
At no no
point point
did I require
did students
I require
to write out
students
the pro- to work
to
towork
in
write
either
in either
larger
outlarger
orthe
whole-class
or whole-class
progroups.groups.
Depending
Depending
cedure.
cedure.Being familiar
Beingwithfamiliar
their varying
with
language
their
skills, onvarying
the
onvariety
the variety
oflanguage
languages
of languages
in the
skills,
classroom
in the classroom
and students'
and students'
IIsuspected
suspectedthat such a task such
that might bea overwhelming
task might and proficiencies,
be they
proficiencies,
overwhelming cancan
they be placed intointo
be placed
and groups with
groups others
with others
discourage
discouragethem from
them
focusingfrom
on the inquiry.
focusingInstead, Ion who share
who the
share their their native
inquiry.
native language.
language.
Instead, If
I few students
If few students share a na
share a na
took
tookpictures of students
pictures ofdemonstrating
students eachdemonstrating
step and had tivetive
language,
language,
or if or
each all if
step theallspeakers
the speakers
and of a common
had of a common
languagelanguage
them
themwritewrite
captions for
captions
the pictures,for
providing
theany
pictures,
back- havehave
little
providing
English
little proficiency,
English anya whole-group
back
proficiency, project
a whole-group mightmight
project
ground
ground information
information
they requested. At
they
the completion
requested.
of be more
At
be advisable.
morethe completion
In thisInway,
advisable. this students
ofcan work
way, students cantogether
work together
Phase
Phase Three, students students
Three, worked together to create a together
worked single to to
negotiate
to both
negotiate thethe
create
both science andand
ascience
single English skills
English needed
skills to to
needed
poster
poster board to display
board what they
to display achieved.
what they engage in inquiry.
engage in inquiry.
achieved.

Assessing
Assessing understanding Science
understanding Science forforall
all

As
Asanan
informal summative
informal assessment, I divided
summative students Including
assessment, I divided
ELLstudents Including
students in ELLand
science fairs students
other exi
into
into pairs,
pairs, and
and they they their
presented presented
findings totheir
me—andfindings toinquiries
sive science me—and sivean
creates science inquiries
opportunity crea
for them
toeach
to each other—by
other—by explaining explaining
various parts of various
the poster parts of the
participate in aposter participate
learning communityin a learning
that acknowled
board.
board. They
They were
were not not
allowed allowed
to read to read
aloud from aloud
their
the poster from
unique
the
needs;
poster
theytheir
are also
unique
able to
needs;
engagethey
in inqu
ar
board.
board. Instead,
Instead, they hadthey
to talk had to talk
about what about
they did, what
what and they
acquire did, what
scientific and acquire
and general scientific
English an
language skil
happened,
happened,and what
andtheywhatfigured
theyout,figured
using theirout,
natural
using
without
their
the natural
initial pressure
withoutof the
the language
initial pressure
requiremeo
language
languageand visual
and visual
props when
props
needed.
when
To make
needed. Of course,
the indi To make thesuccessful
indi- Ofimplementation of such implem
course, successful projects
vidual
vidual contributions
contributions less intimidating,
less intimidating, present most
students practiced students
in teachers
practiced with a sizeable
in present challenge with
most teachers but,
small
small groups
groups before
before presenting presenting
to the class. to sidering
the class. sidering
the rewards thatthe
comerewards that come
with acceptance, the go
It
Itwas
wasclearclear
that some students
that some were less comfortable
students were less comfortable
is most is most
certainly worth certainly
the effort. ■ worth the eff
presenting
presenting thanthan
others.
others.
Their presentation
Their presentation
styles varied styles varied
widely,
widely, as influenced
as influenced
by theirby
native
their
cultures.
nativeFor cultures.
example, For example,
Amy Ricketts Amy Ricketts
(arr217@psu.edu) (arr217@psu.ed
is a doctoral student in scie
some
some students had no
students hadissues
no with looking
issues withat looking
me and other
at me and
education other
at the education
Pennsylvania atUniversity
State the Pennsylvania S
in State Colle
students
students while
while
speaking,
speaking,
but others
butmade
others
no eye made
contact no eye contact
whatsoever.
whatsoever. Well-intended teachers often dictate
Well-intended Western
teachers often dictate Western References
References
cultural
cultural expectations
expectations
for student
forpresentations,
student presentations,
but since but since
Fradd, S., O. Lee, F. Sutman,
Sutman, and
and M.
M. Saxton.
Saxton. 2001.
2001. Promot
Promot
some
some of of
these
these
students
students
had neverhad
givennever
a class presentation,
given a class presentation,
ing science literacy with
with English
English language
language learners
learners through
through
II decided
decidedto focus
to focus
on their
oncontent
their rather
content
than their
rather
delivery.
than their delivery.
instructional materials development:
development: A
A case
case study.
study. Bilingual
Bilingual
Needless
Needless to say,
to they
say,(and
they
I) were
(andextremely
I) wereproud
extremely
of their proud of their
Research Journal 25 (4):
(4): 417-439.
417-439.
accomplishments.
accomplishments.
National Clearinghouse for
for English
English Language
Language Acquisition
Acquisition and
and
Language Instruction Educational
Educational Programs
Programs (NCELA).
(NCELA).
What the literature says 2010. The growing numbers
numbers of
of English
English learner
learner students
students
colleagues (2001,
Fradd and colleagues (2001, p.
p. 487)
487) recommend
recommend thatthat ELL
ELL 1997/98-2007/8. www.ncela.gwu.edu
1997/98—2007/8. www.ncela.gwu.edu
teachers provide
teachers providemore
moreoverall
overall structure
structure to to inquiry
inquiry proj
proj- NationalResearch
National Research Council
Council (NRC).
(NRC).1996.
1996.National
Nationalscience educa
science educa
ects, "beginning with scaffolded explicit instruction and tiontion
standards. Washington,
standards. Washington,DC:
DC:National
National Academies Press,
Academies Press.
moving to
moving tostudent-initiated
student-initiated inquiry"
inquiry" over
over the the course
course ofNRC.
of NRC. 2000. Inquiry
2000. Inquiryand
andthe
the national scienceeducation
national science education standards.
standards.
the school
the school year.
year.Clearly,
Clearly,a ascience
science fair
fair project
project can't
can't be an Washington,
be an DC:
Washington, DC: National
National Academies
Academies Press.Press.
ELL student's
ELL student'sfirst
firstintroduction
introductiontoto inquiry.
inquiry. Previous
Previous in- in
Rosebery,
Rosebery,A.,
A., B.
B. Warren, andF.F.Conant.
Warren, and Conant. 1992.
1992. Appropriating
Appropriating
activities must
quiry activities must provide
provide the
thescaffolding
scaffoldingnecessary
necessaryfor
for scientific
scientific discourse: Findings
discourse: Findings from
from language
language minority
minority class class
these students
these studentsto
toengage
engageininsuch
suchextensive
extensive projects.
projects. TheThe
rooms. Journal
rooms. of of
Journal thethe
Learning
Learning Sciences 2 (1):
Sciences 2(1): 61-94.
61-94.
modifications teachers
modifications teacherschoose
choosetotomake
makewill
willdepend
dependonon the
the Stoddart, T.,T.,A.A.Pinal,
Stoddart, Pinal, M. Latzke,and
M. Latzke, andD.D.Canaday.
Canaday. 2002.
2002. Integrating
Integrating
areas of
areas of inquiry
inquirystudents
students have
have already
already mastered. inquiry inquiry
mastered. sciencescience
and language development
and language development forforEnglish
English language
language
In community-centered
In community-centered environments,
environments, people
people are learners.
are en- en Journal
learners. ofResearch
Journal ininScience
of Research Teaching
Science Teaching 39 39
(8): (8): 664-687.
664-687.
couraged to learn from each other. Students are required Sutherland,
Sutherland, D., and
and R.
R.Dennick.
Dennick.2002.
2002. Exploring
Exploring culture,
culture, lan lan
"to articulate
"to articulate their
theirideas,
ideas,challenge
challenge those
those ofof others,
others, andand
guage, and and
guage, the the
perception ofofthe
perception thenature of science.
nature of science.Interna
Interna
negotiate deeper meaning along with other learners" (NRC tional
tionalJournal
Journal of ScienceEducation
of Science Education 24 1—25.
24 (1): (1): 1-25.

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