Alignment of the ScICAM theory, EL research, ScICAM active ingredients,
and NGSS essential practices
ScICAM Active Ingredients
Inquiry Template
Science Inquiry
ELs benefit from instruction
that focuses on linguistic
forms and functions (Spada
& Tomita, 2010) and that is
meaning-embedded (e.g.,
Tibbs & Crowther, 2011;
Zwiers, 2007)
ELs benefit from extended
reading opportunities (Fradd
et al., 2001; Lee et al.,
2009).
ELs benefit from validation
of and integration into
instruction of their home
languages and cultures (e.g.,
Hensley, 2005; Moll et al.,
1992).
ELs benefit from
cooperative learning (e.g.,
Cole & Hebert, 2010;
Mackey & Goo, 2007).
“Just-in-Time Teaching:”
focus on form (e.g.,
vocabulary, sentence starters,
mini-lessons on mechanics)
when “students need it with
purpose” (Authors, 2008, p.
58)
“Consulting the Expert:”
fiction and expository book
sets linked to the science
content; reading strategies
“Big Ideas” Debates:
building on students’
background knowledge, past
learning, and life experiences
connections as foundational to
enhancing science
argumentation
Group work (individual,
partner, small group, and
whole group; community
building strategies)
Learning about Language of
Science
Learning through Language of
Science
ELs benefit from explicit
instruction of inquiry skills,
with gradual removal of
teacher scaffolding (e.g.,
Cuevas et al., 2005; Fradd et
al., 2001).
ELs benefit from focus on
conceptual learning
supported by multimodal
representations (e.g., Lee,
Maerten-Rivera et al., 2008;
Lee et al., 2009).
Living Lang. of
Science
Research Base
Collectiv
e ZPD
Theory
“Big Ideas” Debates
Concept Maps
Graphic Organizers
Science Writing Activities
(science note-booking)
1
Alignment with
NGSS Essential
Practices
 Planning and
carrying out
investigations
 Obtaining,
evaluating, and
communicating
information
 Analyzing and
interpreting data
 Engaging in
argument from
evidence
 Constructing
explanations
 Obtaining,
evaluating, and
communicating
information
 Asking questions
 Constructing
explanations
 Engaging in
argument from
evidence
Teacher as DecisionMaker
Power & Trust
Relationships
Theory
Research Base
ScICAM Active Ingredients
ELs benefit from positive
teacher-student relationships
(Cornelius-White, 2007) and
from equal roles in the
classroom community (Moll
& Whitmore, 1996).
Science Inquiry is guided by
student questions with the
teacher acting as a resource
person promoting student selfconfidence in providing
original and/or exploratory
answers (rather than looking
for predetermined answers).
Comprehensible input and
output strategies:
Wait time
Sentence frames
Graphic organizers
ELs benefit from
accommodations tailored to
individual linguistic and
cognitive needs (Abebi &
Lord, 2001; Kopriva et al.,
2007).
ELs benefit from higher
order questioning (Henze &
Lucas, 1993; O’Boyle,
2010).
Alignment with
NGSS Essential
Practices
 Asking questions
(for science) and
defining problems
(for engineering)
 Communicating
information
 Asking questions
(for science) and
defining problems
(for engineering)
Higher-Level Questioning:
instruction on developing
“Researchable/Testable”
questions techniques
References
Abedi, J., & Lord, C. (2001). The language factor in mathematics tests. Applied Measurement in
Education, 14(3), 219–234.
Cole, M. W., & Hebert, M. (2010, April-May). Effectiveness of peer-mediated learning for
English language learners. Paper presented at the annual meeting of the American
Educational Research Association, Denver, CO.
Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A metaanalysis. Review of Educational Research, 77(1), 113–143.
Cuevas, P., Lee, O., Hart, J., & Deaktor, R. (2005). Improving science inquiry with elementary
students of diverse backgrounds. Journal of Research in Science Teaching, 42(3), 337–
357.
Fradd, S. H., Lee, O., Sutman, F. X., & Saxton, M. K. (2001). Promoting science literacy with
English language learners through instructional materials development: A case study.
Bilingual Research Journal, 25(4), 479–501.
Hensley, M. (2005). Empowering parents of multicultural backgrounds. In N. Gonzalez, L. Moll,
& C. Amanti (Eds.), Funds of knowledge (pp. 143–151). Mahwah, NJ: Lawrence
Erlbaum Associates.
Henze, R. C., & Lucas, T. (1993). Shaping instruction to promote the success of language
minority students: An analysis of four high school classes. Peabody Journal of
Education, 69(1), 54–81.
Kopriva, R. J., Emick, J. E., Hipolito-Delgado, C. P., & Cameron, C. A. (2007). Do proper
accommodation assignments make a difference? Examining the impact of improved
2
decision making on scores for English language learners. Educational Measurement:
Issues & Practice, 26(3), 11–20.
Lee, O., Maerten-Rivera, J., Penfield, R. D., LeRoy, K., & Secada, W. G. (2008). Science
achievement of English language learners in urban elementary schools: Results of a firstyear professional development intervention. Journal of Research in Science Teaching,
45(1), 31–52.
Lee, O., Penfield, R. D., & Maerten-Rivera, J. (2009). Effects of fidelity of implementation on
science achievement gains among English language learners. Journal of Research in
Science Teaching, 46(7), 836–859.
Mackey, A., & Goo, J. (2007). Interaction research in SLA: A meta-analysis and research
synthesis. In A. Mackey (Ed.), Conversational interaction in second language
acquisition: A series of empirical studies (pp. 407–452). Oxford: Oxford University
Press.
Moll, L. C., & Whitmore, K. F. (1996). Vygotsky in Classroom practice: Moving from
individual transmission to social transmission. In E. A. Forman, N. Minick, & C. A.
Stone (Eds.), Contexts for learning: Sociocultural dynamics in children's development
(pp. 19–42). New York: Oxford University Press.
Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching:
Using a qualitative approach to connect homes and classrooms. Theory Into Practice,
31(2), 132–141.
NGSS Lead States (2013). Next Generation Science Standards. Washington, DC: The National
Academies Press.
O’Boyle, A. (2010). Interpersonal aspects of thinking skills in an intercultural language learning
context. Language Society and Culture, 31, 62–71.
Spada, N., & Tomita, Y. (2010). Interactions between type of instruction and type of language
feature: A meta-analysis. Language Learning, 60(2), 263–308.
Tibbs, E., & Crowther, D. T. (2011, January). A study of science vocabulary instruction utilizing
the blended (20/80) approach using tiered vocabulary method in inquiry science for ELL
students. Paper presented at the Association of Science Teacher Education, Minneapolis,
MN.
Zwiers, J. (2007). Teacher practices and perspectives for developing academic language.
International Journal of Applied Linguistics, 17(1), 93–116.
3