CSEL SCIENCE
About the Approach
Introduction to the Center for the Success of English Learners (CSEL) Science
The
Center for the Success of English Learners (CSEL) is a National Research and Development Center funded by the Institute of Education Sciences, U.S. Department of Education. The Center is dedicated to improving secondary education for English learners (ELs). Partners include the University of Houston, the University of Texas at Austin, New York University, Harvard University, the Center of Applied Linguistics, and the Strategic Education Research Institute (SERP). The Center focuses on science, social studies, and policy work.
The Center’s research program in science—CSEL Science—focuses on developing grade-level science knowledge and skills among secondary-level English learners and their English-proficient classmates, as many ELs are not faring well in science. The 2019 National Assessment of Educational Progress (NAEP) science assessment revealed substantial disparities between ELs and their English-proficient peers. In grade 8, only 44% of ELs scored at or above the Basic achievement level compared with 78% of English-proficient students. By grade 12, the percentage of ELs performing at or above Basic dropped to just 5%, compared with 24% of English-proficient students. These findings highlight the persistent challenges ELs face in accessing and mastering secondary science content, as many science curricula do not provide sufficient support for these students.
The CSEL Science curricular resources were developed from the ground up to align with grade-level science, English language arts, and English proficiency standards. Additionally, the resources were developed to align with three-dimensional learning—integrating science and engineering practices, disciplinary core ideas, and crosscutting concepts (National Research Council, 2012; NGSS Lead States, 2012). CSEL curricular resources also use phenomenon-based learning to support students’ sensemaking about real-world phenomena and inquiry-based learning, which engages students in science and engineering practices. Through inquiry—asking questions, analyzing data, constructing explanations, and developing and revising models—students integrate disciplinary core ideas and crosscutting concepts as they work to make sense of phenomena.
NGSS Three-Dimensional, Phenomenon-Based, and Inquiry-Oriented Learning
The CSEL Science methods and resources were developed to align with three-dimensional, phenomenon-based, and inquiry-oriented learning. The Framework for K–12 Science Education and the Next Generation Science Standards (NGSS) define science learning as three-dimensional: integrating science and engineering practices, disciplinary core ideas, and crosscutting concepts (National Research Council, 2012; NGSS Lead States, 2013). They also emphasize phenomenon-based learning to support students’ sensemaking about real-world phenomena. Inquiry-based learning is a central approach for supporting three-dimensional science learning because it engages students in the science and engineering practices articulated in the Framework for K–12 Science Education (National Research Council, 2012) and embedded in the Next Generation Science Standards (NGSS Lead States, 2013). Through inquiry—such as asking questions, analyzing data, constructing explanations, and developing and revising models—students integrate disciplinary core ideas and crosscutting concepts as they work to make sense of phenomena.
Common instantiations of inquiry-oriented instruction in the U.S. include project-based learning (PBL) and model-based learning (MBL). Although these approaches differ in structure and emphasis, they are complementary and are often used together in NGSS classrooms. Across studies, both approaches frequently involve small-group collaboration as students engage in modeling and project-based tasks.
Project-based learning (PBL) is an instructional approach in which students learn science through extended investigations centered on a meaningful, real-world driving question or problem. Several consistent features characterize PBL: Students work collaboratively to investigate phenomena, plan and carry out investigations, analyze data, and develop and revise models to explain scientific ideas. Modeling-based learning (MBL) is a core NGSS practice. In MBL, students develop, test, and revise scientific models (e.g., diagrams, physical models) to explain phenomena or solve problems.
Equitable Access
The CSEL Science curriculum employs multiple evidence-based methods to help students master core content. The methods include: supporting discipline-specific and general academic vocabulary development; leveraging students’ home languages; engaging in interactive reading; extending learning through writing; using multimodal supports; assessing students' academic language and science knowledge; promoting partner and small group work; and accommodating student needs through differentiation (National Academies of Sciences, Engineering, and Medicine, 2017, 2018).
Supporting Discipline-specific and General Academic Vocabulary Development.
CSEL Science focuses on developing academic vocabulary because both discipline-specific and general academic words and phrases appear frequently in science texts and are critical for understanding secondary-level content (Lee et al., 2013; Fang & Schleppegrell, 2011). In CSEL Science, key discipline-specific vocabulary is previewed with picture cards and defined in the margins. General academic words and phrases commonly known to English-proficient students but not to ELs are defined in the text. A glossary accompanies each module; glossary words are bolded in the text so students know they can look them up.
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Leverage Students’ Home Languages.
An important approach is to leverage students’ home languages; ELs in this study come from many language backgrounds. CSEL Science provides bilingual unit glossaries and side-by-side content summaries in multiple languages.
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Engage in Interactive Reading.
During interactive reading, students engage with scientific texts through discussion, questioning, annotation, and collaborative meaning-making rather than reading silently and independently. CSEL Science provides multiple concise text passages that are carefully sequenced and scaffolded. Students work together to discuss and answer explicit and inferential questions, either orally or in writing, to support reflective reading (rather than receptive reading). With teacher support, the class then discusses and reviews the answers.
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Extending Learning Through Writing.
CSEL Science provides students with frequent, structured opportunities to communicate scientific ideas through writing. Next Generation Science Standards (NGSS)-aligned writing emphasizes constructing explanations, engaging in evidence-based argumentation, and interpreting data and models to support an integrated three-dimensional understanding of phenomena (National Research Council, 2012; NGSS Lead States, 2013). For longer writing tasks, teachers facilitate partner talk or whole-class discussion before students start writing. This approach supports idea generation and helps students rehearse language to communicate their thinking. To further support students, CSEL Science includes modeling, paragraph and sentence frames aligned with specific types of writing, and a word bank to encourage students to use discipline-specific vocabulary. For shorter open-response questions, student worksheets include sentence starters, frames, and word banks to help students at lower proficiency levels answer science-related questions.
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Strategically Using Multimodal Supports.
Comprehension depends not only on specialized vocabulary but also on additional supports that help students make sense of science content and specific phenomena (NGSS Lead States, 2013; National Research Council, 2012). CSEL Science uses visuals, including multimedia (e.g., short videos, GIFs), labeled illustrations, and graphic organizers. Linguistic supports include teachers modeling thinking, performance, and language associated with scientific practices. CSEL Science ensures that curricular materials are available in digital formats (e.g., Google Docs and PDFs) compatible with device- and browser-based accessibility tools, such as text-to-speech and screen reader applications. For many students, the combination of spoken and written words is beneficial, in part because some students struggle with reading fluency.
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Assessing Students' Academic Language and Science Knowledge.
Regarding formative assessment, all reading passages include questions that students answer in pairs after reading or listening to science content. At the end of each session, students complete an exit ticket. The first part of each exit ticket is an academic language exercise, generally vocabulary matching. The second part focuses on key science concepts from the session, generally on released state assessment items in which students answer questions related to the science content. At the module level, there are study guides and assessments to test knowledge across sessions, including items that mirror state end-of-course (EOC) exams.
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Promoting Partner and Small Group Work.
CSEL Science promotes student discussion through partner and small group learning. To the extent possible, ELs at entering and emerging levels of English proficiency are partnered with bilingual students. Strong readers are partnered with students who are not as proficient in English. In heterogeneous classrooms, teachers work with newcomers in a small group while other students work with partners or in heterogeneous small groups on the same tasks.
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Differentiation.
Both versions of the student packet contain the same science content and activities. A more scaffolded version includes support for students who need additional help with spoken or written responses, like sentence frames, stems, word banks, and model responses. Additionally, there are extension activities for students who complete work early. Extension activities that take less time include crossword puzzles composed of science vocabulary and definitions aligned with each session. Longer extension activities provide students with engaging tasks aligned with each module's content.
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