Thesis

The effects of embedding English language development standards into science curriculum for high school English language learners

The purpose of this study was to determine if embedding English Language Development (ELD) standards into science curriculum improved students' acquisition of English as well as the intended science content. State standardized science and English test scores for English language learners in two different high schools within the same district were analyzed to determine if supporting English language development in science was positively reflected. This study also analyzed student perceptions concerning the necessity of supporting English language acquisition in all core content courses and identifying supporting practices as deemed by the students. It was determined that embedding ELD standards into science curriculum did, in fact, assist students in acquiring additional English language skills. This was supported by the statistically significant results comparing the target high school's Earth/Space and Biology students' standardized English test scores before, during and after the treatment implementation. Further research must be done to determine the effects on science achievement when embedding ELD standards into science curriculum as the results of this study were inconclusive in this area. Despite the academic results, it is apparent that students require support from all teachers in learning English as a second language. This support encourages students to challenge themselves academically and to trust that the common goal comes down to each individual's personal success. Keywords: Education, English, Instruction, Language, Science, Standards, Support

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