The Science for Linguistic Inclusion Project: An Overview
The Science for Linguistic Inclusion (SLI) project envisions an educational system in which students from non-English speaking backgrounds — known as English Learners or ELs — fully participate in and achieve the high degree of learning associated with standards-based science education. We understand that the teaching/learning process is extremely complex and highly contextual. Accordingly, our mission is to create professional development resources that equip practicing classroom teachers with knowledge and skills critical for designing and implementing quality science education with their English Learners. These resources include both processes (e.g., teacher professional development models) and products (e.g., materials used in teacher professional development settings).
Within the broad framework of effective science education for English Learners, the SLI project focuses on K-12 classrooms in which the predominant language of instruction is English and on the pedagogical approach known as "sheltered instruction" (i.e., using specific techniques to make grade-level content area instruction in English accessible to and comprehensible by ELs). A key feature of this approach is the simultaneous development of subject matter knowledge and English language proficiency.
The Science for Linguistic Inclusion project is devoted to increasing the level of preparedness of practicing science teachers with respect to educating English Learners. The project grew out of the director’s own experiences as a teacher of science to students from non-English backgrounds in diverse settings and at multiple grade levels. It has evolved to include the collective wisdom of numerous teachers, researchers, and providers of professional development who address the more fundamental issue of effective science education for ELs.
Given this orientation, the SLI project has come to focus on two main strands of work: (1) creating robust materials for use by professional developers with teachers, and (2) providing rigorous professional development to teachers.
Established in 1997, the project's efforts have been supported by a variety of sources, including the National Science Foundation, the U.S. Department of Education, several coalitions, and individual school districts. SLI project materials include sample modified lessons from standards-based science curricula and adult learning activities. SLI project professional development offerings include engaging teachers in the curriculum adaptation process—the SLI Seminar—and supporting teachers as they implement selected aspects of sheltered instruction — the SLI Academy.
The Science for Linguistic Inclusion project is directed by Dr. Jerome Shaw and based at WestEd, a non-profit educational research, development, and service agency. From awareness-level presentations to extended workshops and institutes, SLI activities have been conducted with over 250 educators in the states of Arizona, California, Hawaii, Massachusetts, New Mexico, and Texas.
Professional Development Offerings
of the Science for Linguistic Inclusion Project
Described below are two professional development offerings of the Science for Linguistic Inclusion (SLI) project: the SLI Academy and the SLI Seminar. While distinct, they share the common goal of improving the educational experience and academic achievement of English Learners in science. In practice, the models are tailored to meet local needs.
The SLI Academy:
Intensive Professional Development for
Teachers of Science to English Learners
The SLI Academy is a teacher professional development program that focuses on gauging and improving participants’ level of implementation of the pedagogical approach known as sheltered instruction. To reach this goal, Academy objectives include exploring participant beliefs about and developing participant knowledge of sheltered instruction in science, selected science content, and English Learner characteristics. Concurrently, the Academy enhances participant ability to implement selected aspects of sheltered instruction in science, adapt science materials to better meet the needs of English Learners, and constructively critique their own and others’ practice.
These objectives are promoted through the Academy’s three main components: multi-day institutes, study group sessions, and classroom observations. Powerful learning occurs as participants review videotapes of their own and other participants’ teaching in a supportive, coaching environment. The guiding frame of reference for all components is the explicit model of sheltered instruction embodied in the "Sheltered Instruction Observation Protocol" (SIOP). The SIOP presents 30 observable teacher behaviors of high quality sheltered instruction.
The SLI Seminar:
Designing Instruction for English Learners
The SLI Seminar is a professional development program that focuses on building participant capacity to critically examine and constructively adapt science instructional materials so that they better meet the needs of English Learners. The Seminar’s instructional context is the pedagogical approach known as sheltered instruction and target participants include practicing classroom teachers and curriculum coordinators.
In a series of sessions, spaced to allow actual teaching of modified lessons, Seminar participants gain knowledge of curriculum adaptation as a professional development strategy and appropriate standards (e.g., local, state, and national for science education and English language development or ELD) in addition to enhancing their ability to analyze existing science instructional materials from a variety of perspectives (e.g., science content and English language demands). Through a two-phase process, participants deconstruct then reconstruct units of instruction, paying careful attention to maintaining the integrity of the original developer’s design while incorporating SLI project expectations such as the meaningful integration of science content and English language objectives.
Director: Jerome Shaw
Contact: Jerome Shaw
Tel: 650.381.6411
Email: jshaw@wested.org
This project is part of WestEd's Science, Technology, Engineering, & Mathematics (STEM).
