The Saebl Checklist

• Published in: The Science teacher (National Science Teachers Association) 2020-07, Vol.87 (9), p.38-48
• Main Authors: Fine, Caitlin Gailey McClearycale, Furtak, Erin Marie
• Format: Article
• Language: English
• Subjects: Bilingual Students; Bilingualism; Classrooms; Cultural values; Culture; Curricula; Design; Designers; Educational Environment; English as a second language; English language; English Language Learners; Indigenous peoples; Language Acquisition; Language Proficiency; Learning; Linguistics; Minority & ethnic groups; Objectives; Science Curriculum; Science Teachers; Students
• ISSN: 0036-8555; 1943-4871
• DOI: 10.1080/00368555.2020.12293542

Most emergent bilinguals are the children of refugee and immigrant parents or identify as U.S. Latinos, Native Americans and Alaskan Natives. Promising design principles in this field include the use of locally-contextualized phenomena with global implications so learners can engage with tasks through recognizable conditions (NASEM 2018; Buxton 2010) and partnerships with local Indigenous community members to support school science to build on cultural values and knowledge Indigenous learners bring to the classroom (Bang et al. 2010). [...]learners' knowledge about how to break apart words into component parts (i.e., prefixes and suffixes) or knowledge about the social context of meaning (i.e., idioms and jargon) might make the language of some task components easier to access than others (Solano-Flores and Soltero-Gonzalez 2011). Non-linguistic scaffolds that support the learning of all students include embedding tasks in contextualized phenomena, the use of bullet points to break apart ideas, the use of bold type for emphasis, the division of prompts into smaller units, and the addition of graphic organizers, rubrics, and checklists to make task expectations clear (Kang et al. 2014; Siegel 2007).