Integrating science and literacy for young English learners: A pilot study

Abstract

This pilot investigated the promise of positive outcomes in literacy, science, and social behavior on K–
2 English learner (EL) students after two months of implementation of the Science Inquiry Centered
Argumentation Model (ScICAM)—a systematic teaching approach to science learning that integrates
literacy instruction and argument-based inquiry. The sample included 17 teachers and 31 EL students.
Results indicated that teacher practices (proximal outcomes) aligned well with the ScICAM approach
and resulted in increases in EL student learning (distal outcomes). Teacher increase in the use of
inquiry and writing scaffolds and student growth in the ability to express understandings through oral
and written modes also suggested that ScICAM practices are supportive of key practices identified by
the Next Generation Science Standards (NGSS Lead States, 2013). These results highlight the merit of
pursuing larger, long-term projects that collaborate with teachers on developing and implementing
ScICAM interventions.