The Effects of English Language Proficiency and Scientific Reasoning Skills on the Acquisition of Science Content Knowledge by Hispanic English Language Learners and Native English Language Speaking Students

The purpose of this paper was to examine the effects of English language proficiency and levels of reasoning skills of Hispanic English language learners and native English language speaking students on their acquisition of science content knowledge as measured by a state-wide standardized science test. The authors suggest that the levels of English language proficiency appear to influence the acquisition of science content knowledge of Hispanic...