Science and Language for English Language Learners in Relation to Next Generation Science Standards and with Implications for Common Core State Standards for English Language Arts and Mathematics

TLDR: This article identified key features of the language of the science classroom as students engage in these language-intensive science and engineering practices and highlighted implications for Common Core State Standards for English language arts and mathematics.

Abstract: The National Research Council (2011) released “A Framework for K–12 Science Education” that is guiding the development of the Next Generation Science Standards, which are expected to be finalized in early 2013. This article addresses language demands and opportunities that are embedded in the science and engineering practices delineated in the Framework. By examining intersections between learning of science and learning of language, the article identifies key features of the language of the science classroom as students engage in these language-intensive science and engineering practices. We propose that when students, especially English language learners, are adequately supported to “do” specific things with language, both science learning and language learning are promoted. We highlight implications for Common Core State Standards for English language arts and mathematics.