This project is studying effects of linguistically sensitive science instructional materials by translating, enhancing, and evaluating culturally relevant and linguistically appropriate Collaborative Online Projects (originally written in Spanish) for middle school Spanish-speaking English Language Learners.
Project COPELLS is a research and development project implemented by University of Oregon's Center for Advanced Technology in Education (CATE) and the Instituto Latinamericano de la Communicacion Educativa (ILCE). ILCE is a division of the Department of Education in Mexico that designs relevant collaborative online projects (COPs) for students K through 12.
Project COPELLS has selected, translated, and enhanced culturally relevant and linguistically appropriate COPs designed by ILCE to teach science to middle school, Spanish-speaking, English Language Learners. These COPs were aligned to both National Science Education Standards and Oregon secondary science standards by Oregon State Department of Education Science Curriculum educators. In addition, they were enhanced with supportive resources (etext supports) that promote bilingual use of the materials and increase science literacy in both English and Spanish.
The Center for Advanced Technology in Education has research-based experience enriching online reading materials with content-specific multimedia supports designed to scaffold text comprehension and content learning for struggling students. Specific etext supports identified as potentially useful for this population include: alternative text, audio, and video definitions of terms, translations, and enhanced illustrations that become available only when clicked to open by the reader.
The project's two major goals are to (a) facilitate and improve science content-area learning for Spanish-speaking ELL students and (b) facilitate their acquisition of Academic English while learning science content. Feasibility and usability of the Collaborative Online Projects is being classroom tested. The project is gathering information on the impact of the bilingual online science materials for improving science content-area learning, student attitude toward scientific learning, student and teacher satisfaction, and science academic language proficiency (ALP) of ELL students.
Dr. Carolyn Knox, Principal Investigator
Dr. Kenneth Doxsee, Co-Principal Investigator
Dr. Fatima Terrazas-Arellanes, Co-Principal Investigador
Dr. Patricia Cabrera Muñoz, ILCE Partner