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ELLs: children left behind in science class.(English Language Learners )
Abstract
This article presents results of a year-long study conducted in two rural elementary science classes for English Language Learners (ELLs) in a southeastern state. The researchers found that mainstream teachers did not accommodate ELLs and that hands-on, inquiry learning was not provided in science classes. It was also noted that science education has been pushed aside in the classrooms due to No Child Left Behind state-mandated testing.
Introduction
English language learners (ELLs) represent 9.3 percent of the K-12 public school population in the United States (Solano-Flores & Trumbull, 2003). While the number of ELLs is considered ...
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Source: HighBeam Research, ELLs: children left behind in science class.(English Language...