The purpose of this paper is to evaluate the possible merits and difficulties of utilizing participatory augmented reality simulations (PARS) with English learners (ELs) in K‐12 science classrooms.
The authors analyzed literature of PARS, sheltered English instruction (SEI), and other literature relevant to science instruction for ELs. Though the authors relied primarily on empirical research related to PARS and ELs, other papers were included to increase thoroughness.
The authors identified elements of PARS that address requirements for effective instruction of ELs including the modality, engagement, collaboration, language use, and identity forming aspects. The findings indicate that future research into the use of PARS in science instruction may benefit ELs.
The literature synthesis was conducted to address a gap in the literature. Additional research specifically examining the impact of PARS on ELs is necessary.
Despite increased focus of PARS and instruction for ELs within educational literature, there has been little examination of the relationship between the two elements. Therefore, this paper highlights parallels in PARS research with documented best practices for sheltered English instruction (SEI). No other paper was found that explicitly evaluates PARS for science instruction with ELs.
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