This article from Educational Researcher focuses on equitable science education for students from non-English-language backgrounds (NELB) but the approaches outlined here can probably be applied to other diverse groups and subject areas. The authors propose the notion of "instructional congruence" as a way of making academic content accessible, meaningful, and relevant for diverse learners.
Bibliographic Note:
Okhee Lee and Sandra Fradd, "Science for All, Including Students From Non-English-Language Backgrounds", Educational Researcher, Vol. 27, No.4, pp12-21.
1 comment:
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I see instructional congruence applying to Native American students in particular because hands-on, inquiry based science activities provide a bridge between their kinesthetic learning styles and literacy development. These students can benefit from learning experiences that evolve into language functions, including describing, hypothesizing, reasoning, explaining, predicting, reflecting, and imagining.
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