This report analyzes and reviews current research of effective science instruction for English Language Learners (ELLs) and "the role of English language proficiency, learning in a second language, and first language knowledge in science learning," and how it relates to instruction. In addition, the report examines and compares current research trends to the findings of two CREATE intervention studies that were effective in improving vocabulary and science knowledge.
August, D., Artzi, L., & Mazrum, J. (2010, August). Improving Science and Vocabulary Learning of English Language Learners. CREATE. Retrieved January 4, 2011 from: www.cal.org/create/resources/pubs/CREATEBrief_AcademicLanguage.pdf