Educating elementary-aged English learners in science: Scientists and teachers working together

California's K-12 schools contain 40% of the nation's English learners, the majority of them enrolled at the elementary level. Traditionally, English learners in California have difficulty performing at the same level as their native English speaking counterparts on national achievement tests, such as the National Assessment of Educational Progress. In 1998, California voters passed Proposition 227 mandating that English learners be taught "overwhelmingly" in English, thus making teachers, many without expertise, responsible for teaching multilevel English proficient students subject matter. I studied the use of scientist-teacher partnerships as a resource for teachers of English learners. University scientists (graduate students) partnered with local elementary school teachers designed and implemented integrated science and English lessons for classrooms with at least 30% English learners.;The study explored two major foci. First, integrated science and language lessons implemented by six scientist-teacher partnerships were investigated. Second, the responsibilities taken on by the team members during the implementation of integrated science and language lessons were examined. Three data sources were analyzed: (1) six lesson sequences comprised of 28 lessons; (2) 18 lesson worksheet; and (3) 24 participant Retrospective interview transcripts (12 scientists and 12 teachers). Lessons across were examined according to four analytical categories which included the following: (1) nature of the science activities (e.g. hands-on); nature of language activities (e.g. speaking); (2) nature of instructional practices (e.g. student grouping); and (3) responsibilities of teachers and scientists (e.g. classroom).;A micro level analysis illustrates how one scientist-teacher team innovatively used a children's story, Goldilocks and the Three Bears, to teach the measurement of length and temperature. A macro level analysis identified three characteristics of science activities, three characteristics of language activities, five instructional practices used by team members to integrate science and language, and three main responsibilities taken on by teachers and/or scientists during the implementation of lessons. For example, generally, science activities were hands-on, incorporated science vocabulary teaching, and required students to keep a science journal. The preliminary findings of the study are used to discuss the limitations and affordances of using scientist-teacher partnerships to educate English learners in science.