1. The language of ESL Science for LEP secondary learners Margaret Bowering Edith Cowan University Perth Margaret Bowering Edith Cowan University Perth

2. KEY QUESTION How is language used and learned in the lesson to help the students learn both science and English?

3. THE CONTEXT F Heteregeneous class in terms of level, age, background, & nationality F Intensive monolingual teaching prior to mainstream F Teacher ESL trained with an interest in science F Heteregeneous class in terms of level, age, background, & nationality F Intensive monolingual teaching prior to mainstream F Teacher ESL trained with an interest in science

4. T/L in Science and ESL? F Use real contexts and experience F Engage the students in thinking about science F Include “hands-on” and productive activities F Assist students in acquiring scientific literacy F Create a supportive atmosphere to encourage learning F Use real contexts and experience F Engage the students in thinking about science F Include “hands-on” and productive activities F Assist students in acquiring scientific literacy F Create a supportive atmosphere to encourage learning

5. The language of the science lessons F Sets students thinking by drawing on current knowledge and experience F Establishes oral/aural understanding through IRF cycles F Complements language with visuals and demonstrations F Conducts individual and group activities for consolidation F Makes no reference to language or errors F Sets students thinking by drawing on current knowledge and experience F Establishes oral/aural understanding through IRF cycles F Complements language with visuals and demonstrations F Conducts individual and group activities for consolidation F Makes no reference to language or errors

6. IRF CYCLE Sample from video

7. Where is the ESL support? F Use of realia throughout F Comprehensible input through IRF and redundancy F Teacher modelling and scaffolding eg activities F Positive teacher attitude and use of humour F Overall atmosphere of success F Use of realia throughout F Comprehensible input through IRF and redundancy F Teacher modelling and scaffolding eg activities F Positive teacher attitude and use of humour F Overall atmosphere of success

8. Task: Describe what the lungs look like. F Features of the lungs heard in the lesson Soft, flexible Two lungs Lots of holes absorb water(alveoli) Moist (wet to absorb oxygen) F Whiteboard summary Lungs soft Alveoli Holes (absorb oxygen) Moist (helps absorb oxygen F Features of the lungs heard in the lesson Soft, flexible Two lungs Lots of holes absorb water(alveoli) Moist (wet to absorb oxygen) F Whiteboard summary Lungs soft Alveoli Holes (absorb oxygen) Moist (helps absorb oxygen

9. T/F Task from video F Note preparation for task F Task based upon discussion F Teacher monitoring and encouragement F Checking on performance F Note preparation for task F Task based upon discussion F Teacher monitoring and encouragement F Checking on performance

10. SAMPLE ANSWERS F The lung look like holes and the lungs it is like sponge inside our body. The lungs absorb oxygen and moist and another name if alveoli; it helps absorb oxygen. F The lung is like a sponge that is moist and has holes for absorbing the water. The lung absorbed oxygen form the inhaling air or taking through the mouth. F Lungs like soft like a sponge. We have 2 lungs. F The lung look like holes and the lungs it is like sponge inside our body. The lungs absorb oxygen and moist and another name if alveoli; it helps absorb oxygen. F The lung is like a sponge that is moist and has holes for absorbing the water. The lung absorbed oxygen form the inhaling air or taking through the mouth. F Lungs like soft like a sponge. We have 2 lungs.

11. ?Problems? F Teacher control of most interaction F Few student questions or comments F Activities involved practice rather than discovery or negotiation F Zero specific language work F Teacher control of most interaction F Few student questions or comments F Activities involved practice rather than discovery or negotiation F Zero specific language work

12. Conclusion F Student participation in both whole class and group/individual activities suggest that the students were able to navigate “the discourse in ways which reflect their individual purposes and agendas” (Breen, M. 2001).