Chapter 4: Promoting Science Understanding and Fluency Among Hispanic English Language Learners: Strategies, Explorations, and New Directions

This chapter focuses on how education may be structured to meet the linguistic needs of Hispanic English language learners (ELLs) in learning science. The chapter addresses teacher change necessary for our schools to meet the challenges of a diverse and global society, and of preparing all students for the science, technology, engineering, and mathematics (STEM) careers our society so greatly needs. This chapter then presents exploratory research on fourth-grade Hispanic ELL and English-speaking students’ understandings of the nature of science (NOS), self-efficacy in learning science, enjoyment of science, and science learning preferences in terms of teachers’ use of lecture, textbook reading, Internet, science picture books, and laboratory experience. Results revealed Hispanic ELLs held a more authoritative view of NOS compared to English-speaking students, and had lower self-efficacy toward learning science outside of the classroom setting. Differential patterns were observed in science learning preferences between Hispanic ELL and English-speaking students, particularly on use of the Internet and, marginally, reading the science textbook, though some preferences between the groups were similar. The chapter provides insights on effective practices in science teaching and learning of Hispanic ELL students.