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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

Hector N. Torres2
Estimated H-index: 2
,
Dana L. Zeidler28
Estimated H-index: 28
Abstract
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 English language learners in the study. The results also suggest that with regards to reasoning skills, students that showed high levels or reflective reasoning skills for the most part performed better on the statewide-standardized science test than students with intuitive or transitional reasoning skills. Furthermore, the findings of the paper imply that high order English language proficiency combined with high levels of reasoning skills enhances students' abilities to learn science content subject matter.
  • References (37)
  • Citations (28)
References37
Newest
Published on Mar 7, 2013
Rodney R. Cocking10
Estimated H-index: 10
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Jose P. Mestre25
Estimated H-index: 25
48 Citations Source Cite
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John W. Moore9
Estimated H-index: 9
145 Citations Source Cite
Published on Jan 21, 1998in TESOL Quarterly 2.26
H. Douglas Brown13
Estimated H-index: 13
(San Francisco State University),
Mary McGroarty9
Estimated H-index: 9
(Northern Arizona University)
How do we effectively teach children from homes in which a language other than English is spoken? In Improving Schooling for Language-Minority Children, a committee of experts focuses on this central question, striving toward the construction of a strong and credible knowledge base to inform the activities of those who educate children as well as those who fund and conduct research. The book reviews a broad range of studies--from basic ones on language, literacy, and learning to others in educat...
734 Citations Source Cite
Published on Feb 1, 1997
David J. Sheskin1
Estimated H-index: 1
With more than 500 pages of new material, the Handbook of Parametric and Nonparametric Statistical Procedures, Fourth Edition carries on the esteemed tradition of the previous editions, providing up-to-date, in-depth coverage of now more than 160 statistical procedures. The book also discusses both theoretical and practical statistical topics, such as experimental design, experimental control, and statistical analysis. New to the Fourth Edition Multivariate statistics including matrix algebra, m...
3,705 Citations
Published on Jan 1, 1997
Rod Ellis81
Estimated H-index: 81
1,319 Citations
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Angela L. Carrasquillo1
Estimated H-index: 1
,
Vivian Rodriguez1
Estimated H-index: 1
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100 Citations
Published on Jun 1, 1995in Journal of Science Teacher Education
Quincy Spurlin1
Estimated H-index: 1
(University of New Mexico)
15 Citations Source Cite
Published on Jun 1, 1995in Review of Educational Research 8.24
Jill Fitzgerald2
Estimated H-index: 2
An integrative review of United States research on English-as-a-second-language (ESL) learners’ cognitive reading processes suggested that, on the whole, ESL readers recognized cognate vocabulary fairly well, monitored their comprehension and used many metacognitive strategies, used schema and prior knowledge to affect comprehension and recall, and were affected differently by different types of text structures. In the main, where United States ESL readers’ processes appeared to be used differen...
187 Citations Source Cite
Published on Mar 1, 1995in Journal of Geological Education
James H. Shea4
Estimated H-index: 4
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John H. Flavell52
Estimated H-index: 52
(Stanford University),
Patricia H. Miller22
Estimated H-index: 22
,
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Estimated H-index: 21
161 Citations
Cited By28
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Published on Mar 4, 2019in Accounting Education
Belete J. Bobe3
Estimated H-index: 3
(Deakin University),
Barry J. Cooper18
Estimated H-index: 18
(Deakin University)
ABSTRACTEmploying the approaches to learning theoretical framework, this study examines the effects of language proficiency on overall student satisfaction with a unit of study mediated by approaches to learning accounting. Survey data was gathered from undergraduate second year accounting students from an Australian and an Ethiopian universities using the Biggs, Kember, and Leung [(2001). The revised two-factor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71...
2 Citations Source Cite
Published on Jan 1, 2018in Learning and Individual Differences 1.42
Yuliya Ardasheva1
Estimated H-index: 1
(Washington State University),
Kira J. Carbonneau6
Estimated H-index: 6
(Washington State University)
+ 1 AuthorsZhe Wang1
Estimated H-index: 1
(Washington State University)
Abstract Vocabulary is essential for comprehension and achievement across disciplines. Understanding factors that contribute to vocabulary learning is important, especially for English learners (ELs) studying science, a linguistically and cognitively demanding topic. Our study examined structural relationships among background characteristics, science anxiety and self-efficacy, and science vocabulary learning of 252 Grade 8 students (31% current ELs; 69% former/non-ELs). Path analysis results in...
2 Citations Source Cite
Published on Jan 1, 2018
Jason S. Wu2
Estimated H-index: 2
(Columbia University),
Felicia Moore Mensah10
Estimated H-index: 10
(Columbia University),
Kok-Sing Tang7
Estimated H-index: 7
(Curtin University)
Investigating the use of native languages (L1) in secondary science remains an unaddressed need in global scientific literacy. While past research in this area has largely focused on primary school students, more clarity is needed on the role of secondary school students’ L1 use in the classroom as the language of science becomes more specialized at a higher level. This chapter details two studies investigating L1 use in secondary science classrooms in New York and Singapore. The study employs q...
Source Cite
Published on Nov 2, 2017in Journal of Educational Research 1.24
Yuliya Ardasheva8
Estimated H-index: 8
(Washington State University Tri-Cities),
Sarah N. Newcomer3
Estimated H-index: 3
(Washington State University Tri-Cities)
+ 1 AuthorsRichard L. Lamb1
Estimated H-index: 1
(State University of New York System)
The authors investigated the mediating effects of general academic and science-specific vocabulary on science reading comprehension among English learners (ELs) of varied proficiency. The sample included 169 regular education Grade 7 students (86 current ELs; 83 former ELs) enrolled in 1 urban school in Pacific Northwest region of the United States. The results indicated that both vocabulary types—rarely explicitly taught at the secondary level—were significant contributors to reading comprehens...
4 Citations Source Cite
Published on Jun 1, 2017in Journal of Science Education and Technology 1.38
Amie Patchen1
Estimated H-index: 1
(Boston College),
Lin Zhang (Providence College), Michael Barnett16
Estimated H-index: 16
(Boston College)
This study examines an out-of-school time program targeting elementary-aged youth from populations that are typically underrepresented in science fields (primarily African-American, Hispanic, and/or English Language Learner participants). The program aimed to foster positive attitudes toward science among youth by engaging them in growing plants hydroponically (in water without soil). Participants’ attitudes toward science, including anxiety, desire, and self-concept, were examined through pre-p...
Source Cite
Published on Jan 1, 2015
Berrington Xolani1
Estimated H-index: 1
,
Siphosakhe Ntombela1
Estimated H-index: 1
,
Reeja Riyaz
Oman education system is unique because students have to go through a Foundation programme in preparation for tertiary education studies. This programme aims at improving students’ inter alia linguistic proficiency so that they could cope with university studies. The present study reports linguistic proficiency among two groups of students who were exposed to two different Foundation programmes. These groups were given a proficiency test that measured their grammatical, vocabulary, and reading c...
Published on Jan 1, 2014in Journal of Research on Educational Effectiveness 1.41
Diane August9
Estimated H-index: 9
(American Institutes for Research),
Lee Branum-Martin15
Estimated H-index: 15
(Georgia State University)
+ 4 AuthorsErin Haynes1
Estimated H-index: 1
(American Institutes for Research)
Abstract The goal of this study was to assess the effectiveness of an intervention—Quality English and Science Teaching 2—designed to help English language learners (ELLs) and their English proficient classmates develop academic language in science, as required by the Common Core State Standards. The intervention consisted of supplementary instructional materials and professional development. Participants included 1,309 students, of whom 353 were ELLs. Sixty sections taught by 15 teachers in sev...
15 Citations Source Cite
Published on Jan 1, 2014
Fatima E. Terrazas-Arellanes2
Estimated H-index: 2
(University of Oregon),
Carolyn Harper Knox2
Estimated H-index: 2
(University of Oregon)
+ 1 AuthorsEmily D. Walden2
Estimated H-index: 2
(University of Oregon)
Source Cite
Published on Jan 1, 2014in Journal of Education and Practice
Birsen Bağçeci2
Estimated H-index: 2
(University of Gaziantep),
Emine Lale Kutlar , Emrah Cinkara2
Estimated H-index: 2
Recent studies show that proficiency or success in a subject might correlate with some other subjects. For example; if a student is good at math, s/he tends to be successful in physics or chemistry. Starting from this point and based on our own observations, an interest about the possible relationship between success in English as a foreign language learning and mathematics emerged. Therefore, the intend of present study was to examine the link between the freshman students’ success in foreign l...