Science Support Strategies for ELLs
Strategy
Description
Literacy
strategies
Literacy strategies clarify and
unpack the structure of texts,
graphs, and scientific genres
of writing. With literacy
strategies ELLs are prompted
and supported in accessing
academic language.
Language
support strategies
Language support strategies
are often referred to as ESOL
strategies that support the
development of language,
structures, and new
vocabulary (academic and
non-academic) in the science
classroom.
Example

teaching the uses of
graphic organizers

reading trade books or
literature with
scientific themes

language functions:
Describe, Explain,
Predict, Infer,
Conclude

concept map, word
wall, Venn diagram

science journal

activating prior
knowledge

hands-on activities,

realia (real objects or
events)

multiple modes of
representation
(gestural, oral,
pictorial, graphic,
textual)

presentation of key
science vocabulary in
context – both general
academic terms and
discipline specific
terms
Discourse
strategies
Home language
support
Home-culture
connections
Discourse strategies involve
tools and protocols that enable
student-to-student
communication to promote
authentic sense-making in
academic contexts.
This strategy involves
building on and making use of
students' home language to
support science learning in
English. It includes teaching
students how to create
linguistic and cultural bridges
between school science and
the home to capitalize on
emerging bilingualism.
Students have historical,
socio-cultural and community
based "ways of knowing" and
making sense of science.
These connections allow
teachers to access and build on
the assets which the students
bring from their homes,
communities and locallybased natural settings.

expertise groups
(jigsaw)

purposeful turn and
talk

monitoring tone and
speed of speech

collaborative group
protocols and roles

introduce key science
terminology in both
languages

making contrasts
explicit (use of
language as well as
words and structures)

highlight cognates as
well as false cognates
in both language

allow code-switching,
opportunities for
bilingual
communication in the
classroom

students' cultural
artifacts

community resources
(e.g., local scientist)

place-based

socio-political action

funds of knowledge (a
passed down family
skill

conceptual web

allowing codeswitching