Mexican immigrants learning science in rural America: a case study of a 9th grade science classroom

This is a qualitative case study that attempts to document the challenges immigrant students faced in schools where teachers are not prepared for them. Hopefully, the information this study provides will help stakeholders, policy makers, administrators and teachers better understand the culture and linguistic background, and school experiences of Mexican immigrant students. It addresses the efforts a science teacher makes to integrate his content area instruction of science with the students\u27 particular English language needs to complete tasks in 9th grade science

Teaching Science to Students from Rural Mexico: Learning more about ELL Students\u27 Communities of Origin.

George Roberts has been teaching ninth-grade Earth science in Gardston, Iowa, for 10 years. This year, as chair of Gardston High School\u27s science department, he agreed to have all the English Language Learner (ELL) students assigned to his classes. George\u27s goal was to learn more about the needs of these students and arrive at a set of techniques he could share with the rest of his science team. Unlike many other science educators, George has a distinct advantage: The majority of ELLs at Gardston High School immigrate from a particular community

Mexican immigrants learning science in rural America: a case study of a 9th grade science classroom

This is a qualitative case study that attempts to document the challenges immigrant students faced in schools where teachers are not prepared for them. Hopefully, the information this study provides will help stakeholders, policy makers, administrators and teachers better understand the culture and linguistic background, and school experiences of Mexican immigrant students. It addresses the efforts a science teacher makes to integrate his content area instruction of science with the students' particular English language needs to complete tasks in 9th grade science.</p

Teaching Science to Students from Rural Mexico: Learning more about ELL Students' Communities of Origin.

George Roberts has been teaching ninth-grade Earth science in Gardston, Iowa, for 10 years. This year, as chair of Gardston High School's science department, he agreed to have all the English Language Learner (ELL) students assigned to his classes. George's goal was to learn more about the needs of these students and arrive at a set of techniques he could share with the rest of his science team. Unlike many other science educators, George has a distinct advantage: The majority of ELLs at Gardston High School immigrate from a particular community.This article from The Science Teacher, 2007; 74(8); 36-40. Posted with permission.</p