Keeping English Learners in Science and Social Studies Classrooms

The race to bring English learners up to speed in language skills often comes at the cost of other subjects in school, but as a READS Lab study notes, there are ways to structure learning which can benefit all students without pulling multilingual learners from traditional classrooms.

A curriculum developed at Harvard’s READS Lab called the Model of Reading Engagement (MORE) supplements traditional ELA curriculum from first to fourth grade, but is taught during science and social studies blocks — the subjects most often missed when English learners are focusing on language training. Previous research indicates students using MORE gain more than two months of literacy learning, with persistent effects seen a year after instruction.

A recent study of MORE, led by North Carolina State University’s Jackie Relyea — a faculty associate at the READS Lab — along with HGSE Professor James Kim and READS researchers Patrick Rich and Jill Fitzgerald, shows that MORE programming’s integrated approach can provide significant benefits for English learning students as well.

“The takeaway message from this study is clear,” the four researchers wrote in Literacy Today, a publication from the International Literacy Association. “Multilingual learners can benefit from instruction that combines science and social studies learning while simultaneously developing language and literacy.”

Conducted across 30 elementary schools in an urban U.S. school district, students took part in a 10-week intervention made up of 20 lessons in science and social studies. The thematic units delivered by teachers were designed to improve student reading and argumentative writing as the lessons scaffold.

Integration, Not Separation 

The READS study found positive results for both English-proficient students and their English learner classmates. A “control” group continued the school’s traditional curriculum, while a “treatment” group were given the MORE lessons.

The students were then tested on their vocabulary and argumentative writing skills in science and social studies, along with their reading proficiency. English learners also had their oral proficiency (speaking and listening skills) tested to measure growth.

The results made it clear that English learners can develop those skills without missing classroom time learning science and social studies. All students improved their vocabulary knowledge and reading and writing abilities when using MORE, while English learners’ speaking and listening skills were improved as well. In fact, English learners often outperformed English-proficient peers in some areas such as social studies writing. Those gains, as well as improvements to English oral proficiency, are key skills linked to improving reading and writing.

“Contrary to the strategy of pulling English learners from science and social studies classes to focus on language training, our research shows that English learners can benefit from instruction that integrates language learning and content knowledge building,” READS wrote in a two-page brief summarizing the study’s findings. “Content-integrated literacy instruction such as MORE can help promote equitable learning opportunities for English learners, ensuring that all students have the chance to succeed.”

Researchers stressed that a shift in assumptions is essential to teaching English learners. Rather than assume science and social studies content is too difficult, or requires a mastery of English first, their research showed a different story.

“When students engaged with complex texts well above typical first and second grade levels,” researchers wrote, “they rose to the challenge.”

The “Secret Sauce” of Accessibility 

Making the text accessible for students made all the difference according to the study. Some ways teachers can help increase accessibility for English learners include:

• pausing to define words,
• modeling comprehension processes aloud,
• concept mapping (physically arranging words into networks to show how they are related), and
• interactive read-alouds of text.

The researchers called concept mapping an “especially powerful” resource, as visual networks allow students to see patterns in language. These patterns help them navigate new linguistic and conceptual territory.  

Tips For Coaching Teachers 

Researchers noted the professional development to support teachers using MORE should go beyond scripted lessons or a one-time workshop. The process for teachers should unfold in three phases:  

1. Exploring “why.” Teachers learn how vocabulary networks form in students’ minds and how content knowledge advances language development.
2. Hands-on practice. Teachers get familiar with three strategies: concept mapping, structured partner discussions, and read-alouds.
3. Collaborative planning. Teachers from each grade level plan their classes together, which will help anticipate potential challenges and brainstorm solutions ahead of time.

READS Lab researchers described some simple tips to help teachers sharpen their skills through this layered coaching:

• Establish a clear vision with teachers. Literacy is not a separate subject, but a tool for discovering knowledge.
• Provide scaffolding teachers can use to see and implement desired practices.
• Celebrate successes, normalize struggles, and help teachers refine their skills.

Building Content-Rich Classrooms 

MORE’s success highlights how educators can find ways to scaffold language development across disciplines in ways that augment already established curriculum.

An example lesson provided by READS features a science module focused on microscopes. Students are taught what the word “microscope” means and then the module breaks down the word parts (“micro” and “scope”) and their individual meaning. It then teaches other words that contain those word parts (microwave, microscope, telescope, etc.). Students also learn about microbiologists, watch videos of scientists using microscopes, and share other related ideas on concept maps that collect important words central to the unit’s overall lesson plan.

This kind of knowledge-building curricula helps build a schema that, as Kim explained, creates “a mental framework that helps [students] organize, acquire, and apply knowledge.” And as their continued study shows, that framework is something that helps all students in their learning journey.