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Science Talk

Supporting students to use multiple language repertoires in science class

By the end of this course teachers will be prepared to implement research-based practices for supporting students to engage speaking and listening in science class. 


Course Description: 

How do your students talk about science? How can you use their language practices as a resource? This group will engage new and veteran science teachers in discussing student talk samples from a strengths-first perspective. We will explore research-based practices for supporting students to engage in discourse and argumentation in science class. Participants will also unpack the language demands of the NGSS. Time will be given during the course to develop or modify materials to use in your own classroom. 

Keywords: Language, Science Education, Biology, Chemistry, Physics, Earth Science, 6th Grade Science, 7th Grade Science, 8th Grade Science, Speaking, Listening, Talk, NGSS

Audience: Designed for all 6-12 science teachers, including but not limited to those who teach English Language Learners / Emergent Bilingual Students.  Dates: June 13 - 17; See Festival Schedule for times
Format of Course: In-person at Stanford University, part of the Stanford Teaching Festival Cost*: $550 - groups of 3+ paid by school, and international participants
$600 - individual
Units: 2 Status: Open

*Please note: The cost for this course includes parking, a light breakfast, lunch, and reception. This cost does not include lodging or transportation. Please see the Festival Location, Lodging, & Transportation page. 

Course Facilitators: 

Catherine Lemmi is a PhD student in Science Curriculum and Instruction at the Stanford GSE. Her work investigates science teaching for students who are designated as English Language Learners, and she teaches the Science section of the Language Policies and Practices course for the Stanford Teacher Education Program. Catherine’s current research project explores how teachers make sense of what their students know. Before beginning her doctoral work, Catherine was a substitute teacher in Memphis, taught ESL in Japan for two years, and spent five years teaching Biology, Integrated Science and IB Environmental Systems and Societies at Sequoia High School in Redwood City. She holds a B.S. in Biology from Sewanee: The University of the South and an M.A. in Education from Stanford with a clear California Single Subject Teaching Credential in Biology.