Picture Perfect: Using Quality Graphics to Support English Language Learners in Science Classes
The Science Teacher(2015)
摘要
Studies evaluating the graphics in science textbooks have recommended that teachers use eye-catching visuals to reinforce student learning objectives (Wright et al. 2014). Similarly, the Next Generation Science Standards (NGSS Lead States 2013) suggest that science teachers use visuals to teach English Language Learners (ELLs). However, little research has focused on the role visuals play in helping young ELLs acquire second-language skills and content-area knowledge. [ILLUSTRATION OMITTED] Using visuals is a common and recommended practice for teaching ELLs, but there's reason to question the effectiveness of current methods. In 2009, only 3% of eighth-grade ELLs scored proficient on the National Assessment of Educational Progress science exam (NAEP 2009), a level of underachievement that represents a crisis in the capability of young ELLs to advance in their scientific fields. Unfortunately, although many sources urge teachers to incorporate pictures, graphs, and charts in ELL instructional materials, educators receive scant guidance for selecting useful and appropriate visuals. And, simply put, not all visuals are equally useful. Based on those findings and our own textbook content analysis, in this article we recommend strategies for identifying effective visuals that support the needs of students who read and study science in a second language. In addition, because we recognize that teachers often have limited choices in print resources, we offer suggestions for using less-than-ideal visuals to build graphical literacy. [ILLUSTRATION OMITTED] Graphics and second-language development Using models is essential for future scientists, mathematicians, and engineers, according to A Framework for K-12 Science Education (NRC 2012), the NGSS, and Common Core State Standards (NGAC and CCSSO 2010). Researchers also have demonstrated the importance of graphical literacy for success in high-stakes science tests (Yeh and McTigue 2009). Accordingly, the NGSS advise that teachers support ELLs by incorporating graphics into classroom practice and helping these students learn to visually represent scientific phenomena (NGSS Lead States 2013; Appendix D, p. 9). One way to address this need is to strategically use science graphics during instruction. However, a recent survey about second-language teachers' instructional practices didn't even ask about visual aids (Zohrabi, Sabouri, and Behroozian 2012). Still, the topic repeatedly came up in the teachers' open-ended responses, revealing their interest in using visual aids. When asked about the constraints they face teaching with current texts, 35% cited the lack of visual aids, and 60% identified uninteresting and unattractive graphics (Zohrabi, Sabouri, and Behroozian 2012). One reason visual aids are popular among ELL teachers is that they support second-language (L2) vocabulary development. Over the years, researchers and teachers have agreed that vocabulary is crucial to an ELLs' overall academic performance (Jean and Geva 2009; Mehrpour and Rahimi 2010; Saville-Troike 1984). Furthermore, as students advance through grades, the difficulty and importance of content vocabulary increases, explaining why students need additional support to understand their texts. Graphics provide this support, serving as a visual dictionary that allows students to infer word meaning without disengaging from the reading activity. Science textbooks, with purposefully selected, well-identified, and integrated visuals, enhance L2 vocabulary development and support content knowledge. Concerns posed by graphics Both native and non-native speakers face challenges when interpreting visuals, but poorly selected graphics are more likely to confuse ELLs. That's because textual context helps readers interpret a graphic and vice-versa. For example, Roberts et al. (2013) found that even older, native-speaking students struggled to isolate important information in a graphic. …
更多查看译文
AI 理解论文
溯源树
样例
生成溯源树,研究论文发展脉络