Science as a subject with a variety of academic language, which includes vocabulary for

habitats, investigations, and chemical reactions (Campbell & Rivas, 2012). Campbell and Rivas

(2012) mentioned that it is important to understand how language is acquired in order to help

students grasp the language of science. Furthermore, although repetition of words may very well

help students retain new vocabulary, other strategies are available to educators (Campbell &

Rivas, 2012). Technology’s presence in the classroom has continued to grow, and thus is a

resource for educators and students alike. Campbell and Rivas (2012) suggested using

technology as a way to engage not only ELL students, but all students.

One way to incorporate technology is through online interactives, many of which are of

no cost (Campbell & Rivas, 2012). Online interactives can complement classroom labs and

hands-on experiences that students can explore in a virtual environment (Campbell & Rivas,

2012). Additionally, online interactives of faraway places would provide students with a view

into content that would otherwise not be accessible (Campbell & Rivas, 2012). ELL students

would benefit the most given that they would be attaching meaning to words in real contexts

(Campbell & Rivas, 2012).

Another strategy for teaching the language of science is digital word magnets. According

to Campbell and Rivas (2012), apps and programs were made available that allow teachers to

project digital word magnets on SMART Boards or in computer labs. Teachers can upload a

picture and type out different parts of the picture and make labels (Campbell & Rivas, 2012).

Subsequently, students then access the presentation and label the elements of the picture

accordingly (Campbell & Rivas, 2012). Moreover, students are then able to create their own

labels and print their work to keep in journals or as a reference, which help promote visual

literacy for ELL students (Campbell & Rivas, 2012).

 Furthermore, graphic organizers and Venn diagrams can be used as well. ELL students

could create a graphic organizer with words they have learned. For instance, the Words I Know

graphic organizer would consists of several elements, such as a drawing of a student’s

understanding of a word, a student-friendly definition of a word, and the context in which a word

would be used; drawings and tag words, words that are similar or related to the new vocabulary,

could also be included (Campbell & Rivas, 2012). The visual nature of graphic organizers would

be an extra support for ELL students (Campbell & Rivas, 2012). Moreover, Venn diagrams can

help students classify words and, objects, and organisms that might cause confusion. For

instance, the words prey and predator might confuse an ELL student given that the words sound

familiar; some animals might fall into both categories as well (Campbell & Rivas, 2012).

Furthermore, Venn diagrams would allow ELL students to have a visual representation of the

interconnectedness of, for example, predators and prey (Campbell & Rivas, 2012). Technology

has changed education in many ways, but overall it has been an asset and a wonderful resource

not only for teachers, but for students as well.