Factors in Multilingual Learners' Science Success

Multilingual learners, or MLs, are students who are learning English alongside another language. They represent about one in five students in the United States. Previous studies have shown that students who speak a language other than English at home tend to score lower, on average, in science compared to those who speak English at home.

Understanding the factors that both positively and negatively affect ML students’ science learning is crucial for improving their outcomes and reducing disparities. Factors like classroom environment, teaching approaches, and the support available to ML students can all play a role in their science achievement. Our study examined various science factors, such as the amount of time spent on science, the frequency of using science equipment, and how often the student tests hypotheses, among others. We also looked at different ML factors, such as the type of ML program or model used in the school, whether the teacher took an ESL course in college, and the availability of Title III funds.

Our Findings

Our study found that classrooms with more inquiry-based and hands-on learning approaches tend to have higher science scores for all students and higher teacher perceptions of students’ science skills. This suggests that how science is taught in the classroom can make a big difference in how well students, including ML students, do in science. However, the types of ML supports they received didn’t seem to positively predict their science achievement.

Where this research leads us

Understanding these dynamics is essential for enhancing the educational experiences and outcomes of ML students and for making school more exciting and easier for students who are learning English and another language. Schools and teachers can use these findings to make science more engaging and easier to understand for these students, helping all students, no matter what language they speak at home, become great at science.