Helping English language learners access the language and content of science through the integration of culturally and linguistically valid assessment practices

Sultan Turkan*, Alexis A. Lopez

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Citation (Scopus)

Abstract

The chapter aims to inform about considerations that science teachers and teacher educators should take to use culturally and linguistically valid classroom assessment practices to help English language learners (ELLs) learn both science and the language of science. We describe the notion of equitable science assessments for ELLs and describe the characteristics of linguistically valid assessment practices and explain what it means to integrate culturally valid assessment practices into instruction. We also propose a three-step approach to developing culturally and linguistically valid assessment practices. We present an assessment task to illustrate the three steps on an 8th grade science standard. Finally, we discuss implications for teacher education programs and highlight critical areas these programs need to focus on to prepare science teachers to develop assessments that provide ELLs an opportunity to access the science content and use language to demonstrate their science knowledge.
Original languageEnglish
Title of host publicationTeaching Science to English Language Learners
Subtitle of host publicationPreparing Pre-Service and In-Service Teachers
PublisherSpringer International Publishing Switzerland
Pages163-190
Number of pages28
ISBN (Electronic)9783319535944
ISBN (Print)9783319535937
DOIs
Publication statusPublished - 17 Sep 2017
Externally publishedYes

ASJC Scopus subject areas

  • Arts and Humanities(all)
  • Social Sciences(all)

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