ABSTRACT
In science learning, Lee categorized studies into cultural beliefs and practices, scientic reasoning and argumentation, and linguistic in¬uences on science learning. In a line of research entitled Science for All, Lee and Fradd (1996a; 1996b) and Lee, Fradd, and Sutman (1995) examined African American, Haitian, Hispanic, and White elementary students and found that the communication and interaction behaviors of the minority students were not consistent with school science practices. Certain cultures do not encourage students to ask questions and work autonomously, which is a hallmark of scientic inquiry. Unlike the discontinuities found in the Science for All research, the Chèche Konnen Project (Ballenger, 1997; Rosebery, Warren, & Conant, 1992;
eects on their scientic content knowledge. e use of the native language for science instruction has shown benets for students with limited English prociency, such as in the case of the qualitative research conducted by Tobin and McRobbie (1996). Cantonese-speaking ELLs in Australia who used their native language to discuss and write about chemistry showed more eort, commitment, and task orientation. Lee (2005) concludes that, in settings where English is the medium of instruction, ELLs’ science learning is directly aected by their prociency level in English.
