A Qualitative Case Study of Field-Based Teacher Education: One Candidate’s Evolving Expertise of Science Teaching for Emergent Bilinguals

Heineke, Amy J.; Smetana, Lara K.; Sanei, Jenna Carlson

doi:10.1080/1046560x.2018.1537058

Cited by 13 publications

(41 citation statements)

References 26 publications

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“…As stated in Section 1, there are few existing studies that investigate preservice secondary science teachers’ understanding of academic language demands and supports in teaching ELs (e.g., Lyon et al, ; Roberts, Bianchini, Lee, Hough, & Carpenter, ). Our study responds to recent calls for teachers to organize their science content and language instruction around a comprehensive EL framework rather than to simply implement a list of disconnected instructional supports (Heineke et al, ; Johnson et al, ; Lyon et al, ; MacDonald, Miller, & Lord, ; Understanding Language, ). Lyon et al (), for example, constructed the SSTELLA framework to support their preservice secondary science teachers’ learning about effective EL instruction.…”

Section: Situating Our Study In the Literaturementioning

confidence: 66%

“…For teachers working with ELs, teaching the content and language required to make meaning of and communicate these new standards can be a daunting task (Bunch, ; Capitelli, Hooper, Rankin, Austin, & Caven, ; Quinn et al, ). Studies of efforts to prepare preservice secondary science teachers to effectively teach ELs have emphasized the importance of integrating attention to disciplinary language and literacy practices into preservice coursework and experiences (Heineke et al, ; Lyon et al, ). Although the language demands of science have been thoroughly documented (Fang, ; Kelly, ; Lemke, ; Schleppegrell, ; Snow, ), research on preservice secondary science teachers’ understanding of these demands remains scarce.…”

Section: Discussionmentioning

confidence: 99%

“…Our study also builds on previous research investigating science teachers’ understanding and implementation of academic language across the learning‐to‐teach continuum and grades preK‐12 levels. A number of these studies highlight the importance of moving beyond the teaching of vocabulary (i.e., the lexical level) to attend to the syntactic and discursive levels of language as well (Dong, ; Heineke et al, ; Mangiante, ; O'Hara et al, ; Richardson Bruna, Vann, & Escudero, ). Richardson Bruna et al (), for example, investigated a high school teacher teaching an English Learner Science course primarily to Latinx students.…”

Section: Situating Our Study In the Literaturementioning

confidence: 99%

“…ELs’ increasing classroom presence has prompted teacher education programs to focus more intently on preparing their preservice secondary science teachers to effectively integrate science content and practices with English language and literacy development—to move beyond using a list of general supports to implementing coordinated, disciplinary‐specific principles and strategies (Heineke, Smetana, & Sanei, ; Johnson, Bolshakova, & Waldron, ; Lyon, Tolbert, Stoddart, Solis, & Bunch, ). By the time preservice teachers complete their credential requirements, to be adequately prepared to teach all students, they must be able to elicit, value, and use the diverse languages, cultures, and experiences of ELs as resources for the teaching and learning of their science discipline (National Academies of Sciences, Engineering, & Medicine, ).…”

Section: Introductionmentioning

confidence: 99%

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Preservice secondary science teachers’ understanding of academic language: Moving beyond “just the vocabulary”

et al. 2020

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To prepare preservice secondary science teachers to teach English learners (ELs), teacher education programs must provide sustained coursework and experiences in principles and strategies found effective in supporting ELs' learning of science. In the context of a teacher education program recognized for its attention to ELs, we investigated seven preservice secondary science teachers' understanding of academic language and of how to support EL students' use of academic language. More specifically, over the course of their 13-month program, we examined changes in (a) preservice teachers' understanding of the three levels of academic language (i.e., lexical, or vocabulary; syntactic, or sentence; and discursive, or message) and (b) the types of instructional support they reported using at each level (e.g., peer collaboration at the discursive level). We also compared their understanding of academic language and instructional support both to their experienced cooperating teachers' understanding and to their actual classroom practice. From qualitative analysis of data collected, we found that preservice teachers understood academic language as more than just vocabulary-as spanning lexical,

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Section: Situating Our Study In the Literaturementioning

confidence: 66%

Section: Discussionmentioning

confidence: 99%

Section: Situating Our Study In the Literaturementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Preservice secondary science teachers’ understanding of academic language: Moving beyond “just the vocabulary”

et al. 2020

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“…As publicações na área tomaram abrangência e, em nossa revisão de literatura, destacamos as pesquisas mais recentes que têm se pronunciado quanto à relação entre linguagem e ensino de Ciências, no que diz respeito também à oralidade, argumentação, escrita e ao que pretendemos discutir neste artigo, ou seja, a relação entre linguagem e ensino de Ciências, principalmente no que se refere à leitura (ARDASHEVA, NORTON-MEIER, HAND, 2015;JIMÉNEZ-ALEIXANDRE, BROCOS, 2015;ÖZDEM. et al, 2017;BRATKOVICH, 2018;HEINEKE, SMETANA, CARLSON SANEI, 2019;ARIELY, YARDEN, 2019).…”

Section: Introductionunclassified

Leitura e ensino de ciências nos anos iniciais: análise das pesquisas do ENPEC (1997-2017)

Sedano

Vaillant

2019

ACTIO

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O presente texto é parte de uma pesquisa e tem por objetivo analisar os trabalhos publicados em todas as edições do Encontro Nacional de Pesquisa em Educação em Ciências (ENPEC), buscando a relação entre leitura e ensino de Ciências para os anos iniciais do Ensino Fundamental (EF). Parte do pressuposto de que os anos iniciais do EF compõem uma etapa muito importante da Educação Básica e, como tal, nessa etapa, as práticas alfabetizadoras devem ser oportunizadas e preservadas. A partir desse princípio, amplia-se a ideia de alfabetização na perspectiva do letramento para todas as áreas de conhecimento, não apenas na língua materna, e defende-se, nesse contexto, a importância da Alfabetização Científica. A leitura é vista como uma prática social e sua compreensão pode ser construída com a elaboração do processo de Alfabetização Científica. Trata-se de uma pesquisa qualitativa, do tipo bibliográfico. Os dados foram obtidos em consulta aos anais de todas as edições do ENPEC. Após levantamento, os artigos foram lidos, catalogados e analisados. Os descritores utilizados para consulta foram leitura, leitor, leitores, Alfabetização Científica, compreensão leitora e formação do leitor. Constituindo um total de 8.535 trabalhos publicados nas 11 edições do ENPEC, 63 discutiram leitura e ensino de Ciências. Desses, 5 enfocavam os anos iniciais e foram analisados neste artigo. Outros dois trabalhos foram incorporados posteriormente à análise, pois mesmo não se tratando de anos iniciais discutiam leitura e Alfabetização Científica, totalizando 7 trabalhos analisados. Destaca-se o baixo número de trabalhos publicados com a temática leitura e ensino de Ciências em todas as edições do evento e, entre os analisados, pouca correspondência nas relações entre leitura e ensino de Ciências defendidas.

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Examining preservice science teachers' implementation of language‐ and literacy‐integrated science through a cultural historical activity theory lens

Rutt

Mumba

2022

Science Education

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The increasing attention in science education reform documents to language and literacy, coupled with the growing linguistic diversity of United States classrooms, means that science teacher educators and researchers are facing an important task of preparing secondary science preservice teachers (PSTs) to teach a language‐ and literacy‐integrated form of science in linguistically diverse classrooms. Unfortunately, research in this field is in its nascency, and while some studies have addressed PSTs' instructional planning for and implementation of language‐ and literacy‐integrated science instruction, none have considered the unique contextual factors that inform PSTs' uptake of these reform‐oriented instructional practices, despite many studies suggesting student‐teaching contexts are a key factor in PSTs' instructional decisions. The purpose of this multiple case study was to consider the unique contextual factors that supported and constrained three PSTs' uptake of language‐ and literacy‐integrated science practices through a Cultural‐Historical Activity Theory (CHAT) lens. Findings indicated that PSTs' implementation of language‐ and literacy‐integrated science instruction was shaped by interactions among the mediating elements of their student teaching activity systems, including PSTs' division of labor with mentor teachers, the classroom and school norms, PSTs' perceptions of their classroom communities, and PSTs' past life experiences and resources. These findings highlight the roles that different elements of learning‐to‐teach contexts can play in PSTs' enactment of reform‐oriented instruction. Implications for science teacher education, instruction for emergent bilinguals, and research are discussed.

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A Qualitative Case Study of Field-Based Teacher Education: One Candidate’s Evolving Expertise of Science Teaching for Emergent Bilinguals

Cited by 13 publications

References 26 publications

Preservice secondary science teachers’ understanding of academic language: Moving beyond “just the vocabulary”

Preservice secondary science teachers’ understanding of academic language: Moving beyond “just the vocabulary”

Leitura e ensino de ciências nos anos iniciais: análise das pesquisas do ENPEC (1997-2017)

Examining preservice science teachers' implementation of language‐ and literacy‐integrated science through a cultural historical activity theory lens

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