Reducing Linguistic Barriers In Secondary Chemistry Through Inquiry-Based, Phenomena-Driven Instruction For English Language Learners
This capstone project examines the persistent linguistic barriers that limit English Language Learners’ (ELLs) access to meaningful participation in secondary chemistry classrooms. Traditional instruction often prioritizes dense academic language and rote memorization, positioning ELLs as passive learners rather than active participants in scientific sense-making. Grounded in the Promoting Science among English Language Learners (P-SELL) model and inquiry-based instructional frameworks, this project proposes a shift toward phenomena-driven, culturally responsive teaching practices. Through a synthesis of current research and instructional methodologies, this study highlights the importance of multimodal supports, collaborative discourse, and real-world applications in reducing linguistic load while maintaining cognitive rigor. A key focus of this project is the integration of “cooking chemistry” as a culturally relevant entry point that leverages students’ funds of knowledge to bridge the gap between everyday language (BICS) and academic language (CALP). The resulting instructional approach emphasizes inquiry, visual models, and structured language supports such as sentence frames and Claim-Evidence-Reasoning (CER) tasks. This project demonstrates that when chemistry instruction is intentionally designed to support language development, ELLs are better positioned to engage in high-level scientific practices and academic discourse. Ultimately, by utilizing macroscopic anchors like food, educators can lower the affective filter and foster a more equitable environment for scientific exploration.
English Language Learners (ELLs), Inquiry-based instruction, P-SELL model, Johnstone's triangle, Culturally responsive teaching
Networked Digital Library of Theses and Dissertations
SUNY Brockport Department of Education and Human Development