1. Real World Science and the ESL Learner. By Mary K. Williams

2. Challenges When dealing with discrete facts, real learning requires the ability to understand, not just to repeat. When dealing with discrete facts, real learning requires the ability to understand, not just to repeat. Are the student’s academic skills near grade level in the native language? Are the student’s academic skills near grade level in the native language? English grammar or vocabulary challenges English grammar or vocabulary challenges

3. What the critics say.  student experience is the central strategy for teaching science  “project-based” science instruction  different instruments and assessment strategies

4. What are questions schools are asking to address the situation?  Does the student need an ESL or bilingual program?  Does the student realize what is “real world” and what is myth?  Can the student apply what is learned in class to what happens at home?

5. What can we do as teachers (any subject)? Teachers must become “myth” busters. Teachers must become “myth” busters. Integrate across grade level for optimum benefit. Integrate across grade level for optimum benefit. Teachers in various content areas working together shows teamwork. Teachers in various content areas working together shows teamwork. Students use teacher modeled teamwork as example to follow. Students use teacher modeled teamwork as example to follow.

6. What can science teachers do to ensure all students get a fair chance? Expose students to as much hands on, real science as possible Expose students to as much hands on, real science as possible Connect class to environment Connect class to environment

7. References Anderson R. D,. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1): 1-12, Simkins, M., Cole, K., Tavalin, F. & Means, B. (2002). Chapter 3. In the Association for Supervision and Curriculum Development, Making a real-world connection. Increasing Student Learning Through Multimedia Projects, Hargett, G. R,.(1998). Assessment in ESL &Bilingual Education;A Hot Topics Paper. Portland, OR: NWREL’s Comprehensive Center, Region X, Northwest Regional Educational Laboratory Reynolds, D. W. (2004).Linguistic correlates of second language literacy development: evidence from middle-grade learner essays. Retrieved October 19, 2004 from Department of English, University of Houston, Houston, TX 77204-3013, USA Sutman, F.X. - And Others, (1993). Teaching science effectively to limited English proficient students. (ERIC Identifier: ED357113) ERIC Clearinghouse on Urban Education New York NY. ERIC/CUE Digest, Number 87. Publication Date: 1993-03-00 Sutman, F.X. - And Others, (1993). Teaching science effectively to limited English proficient students. (ERIC Identifier: ED357113) ERIC Clearinghouse on Urban Education New York NY. ERIC/CUE Digest, Number 87. Publication Date: 1993-03-00 Real-World Learning: A Necessity for the Success of Current Reform Efforts http://www.enc.org/topics/realworld/context/document.shtm?input=FOC-000884-index http://www.enc.org/topics/realworld/context/document.shtm?input=FOC-000884-index retrieved: October 11, 2004 Thorson, A. Beyond Curriculum: Getting Real with our Students http://www.enc.org/topics/realworld/context/document.shtm?input=FOC- 000915-index http://www.enc.org/topics/realworld/context/document.shtm?input=FOC- 000915-indexhttp://www.enc.org/topics/realworld/context/document.shtm?input=FOC- 000915-index retrieved: October 11, 2004 Jesness, J, (2004). Classroom strategies for ESL teachers. Teaching English Language Learners K-12: A Quick-Start Guide for the New Teacher: Thousand Oaks, CA: Corwin Press