Literacy Development, Science Curriculum, and the Adolescent English Language Learner: Modifying Instruction for the English-Only Classroom.

The article addresses the need, as of 2007, for resources to support U.S. teachers as they accommodate their science instruction to meet the needs of culturally and linguistically diverse students. Addressing specifically English-language learners, the authors call for teacher collaboration and recommend use of good curriculum, tasks that are respectful of the learner, challenging assignments, and assessment and grading that reflects growth. They share literacy strategies to help teachers scaffold English-language learners to independence and enrich the experience of mainstream students, and they emphasize the importance of biliteracy in employment.