In this study, the researchers investigated opportunities and challenges English language learners (ELLs) faced while learning the scientific practices of argumentation and communication of findings (NGSS practices 7 and 8; NGSS Lead States, 2013). Specifically, they asked how the teacher engaged ELLs in argumentation and communication and how the ELLs actually used these practices.
English Language Learners (ELLs), a diverse group of individuals from across the world who are learning English for the first time, make up the fastest growing segment of the student population in United States public schools. This issue brief displays how the extra time and hands-on learning experiences provided by quality afterschool programs can allow for a specialized, less-formal learning environment in which ELLs can develop language and social skills that otherwise could not be addressed through the less flexible schedule of the regular school day.