Developing an Adaptive Disposition for Supporting English Language Learners in Science: A Capstone Science Methods Course

Roberts, Sarah A.; Bianchini, Julie A.; Lee, Jin Sook; Hough, Sarah; Carpenter, Stacey L.

doi:10.1007/978-3-319-43516-9_5

Cited by 9 publications

(25 citation statements)

References 18 publications

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“…The interventions for preparing PSTs to teach science in linguistically diverse classrooms that were identified for this review varied in structure, complexity, and focus, ranging from single courses, parts of courses, and workshops to integrated interventions that spanned methods courses and/or field placements (see Table 1). Six of the interventions included PSTs who were earning endorsements at the elementary level (Arreguín‐Anderson & Alanis, 2017; Bravo et al, 2014; Gibbons, 2008; Hernández, 2016; Jung & Brown, 2016; Stoddart et al, 2013; Stoddart & Mosqueda, 2015), seven interventions included participants earning endorsements at the secondary level (i.e., Heineke et al, 2019; Lyon, 2013a, 2013b; Lyon et al, 2018; Meier et al, 2020; Roberts et al, 2016; Siegel, 2014; Tolbert et al, 2019; Walker & Stone, 2011), and one intervention spanned both elementary and secondary levels (i.e., Settlage et al, 2014). Half of the interventions (i.e., Bravo et al, 2014; Gibbons, 2008; Hernández, 2016; Lyon et al, 2018; Roberts et al, 2016; Stoddart et al, 2013; Stoddart & Mosqueda, 2015; Tolbert et al, 2019; Walker & Stone, 2011) focused on preparing PSTs for science instruction for ELs generally, while two interventions (Lyon, 2013a, 2013b; Siegel, 2014) focused on preparing PSTs to equitably assess students in linguistically diverse classrooms, two (i.e., Jung & Brown, 2016; Meier et al, 2020) focused on supporting PSTs in identifying and designing supports for academic language demands in their science lessons, another (i.e., Arreguín‐Anderson & Alanis, 2017) emphasized PSTs' use of paired learning strategies to support language development in science, and a final intervention (i.e., Settlage et al, 2014) focused on PSTs' ideologies about ELs and science instruction for linguistically diverse classrooms.…”

Section: Resultsmentioning

confidence: 99%

“…Some interventions lasted only a few hours (e.g., Settlage et al, 2014), a few days (e.g., Hernández, 2016), or a portion of a semester‐long methods course (e.g., Gibbons, 2008; Siegel, 2014). Half of the interventions (i.e., Arreguín‐Anderson & Alanis, 2017; Bravo et al, 2014; Jung & Brown, 2016; Lyon et al, 2018; Roberts et al, 2016; Stoddart et al, 2013; Stoddart & Mosqueda, 2015; Tolbert et al, 2019) took place over the course of one semester. Despite research indicating that extended duration can support teacher learning (e.g., Desimone, 2009), only three interventions (i.e., Heineke et al, 2019; Lyon, 2013a, 2013b; Meier et al, 2020) lasted a year or more, though it is unclear to what extent Meier et al' (2020) intervention integrated language, literacy, and science specifically throughout their 13‐month long intervention beyond one language and literacy integrated science methods course.…”

Section: Resultsmentioning

confidence: 99%

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Preparing preservice teachers to teach science to english learners: A review

2020

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Despite growing numbers of English Learners (ELs) in United States science classrooms and recent science education reforms calling for language and literacy integrated science instruction, research is just beginning to address how to prepare preservice teachers (PSTs) to teach science to ELs. Using a framework highlighting key structural and task‐related components for preparing PSTs to teach science to ELs, we systematically examined interventions designed to prepare PSTs to teach in linguistically diverse science classrooms for variations in their structures and tasks for learning, and for outcomes. Results indicate that interventions for preparing PSTs to teach science to ELs ranged from parts of science methods courses to integrated programs spanning both science methods courses and field experiences. Most interventions addressed language and literacy integrated instruction, field experiences, skills for language‐integrated science instruction, and identification and use of students' funds of knowledge in the classroom. Integration of language and literacy into science methods instruction, cohesion across program components, instructor modeling of targeted instructional strategies, and opportunities to practice targeted instructional strategies in K‐12 classrooms were found to be common contributing factors to intervention success. However, the studies highlighted difficulties in PSTs' ability to transfer understanding to instruction and integrate students' funds of knowledge into instruction. Further, other parts of the framework, including asking PSTs to examine their beliefs about learners and science learning in linguistically diverse classrooms and development of PSTs' science content knowledge, were under‐studied. Implications for science teacher preparation, science teaching and learning, and future research are discussed.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Preparing preservice teachers to teach science to english learners: A review

2020

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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, ).…”

Section: Situating Our Study In the Literaturementioning

confidence: 99%

“…Several other studies that investigate science teachers’ understanding and implementation of academic language across the learning‐to‐teach continuum and grades pre‐K‐12 levels underscore the challenges teachers encounter in their efforts to effectively scaffold ELs’ science content and language learning (Buck, Mast, Ehlers, & Franklin, ; Cho & McDonnough, ; Roberts et al, ; Swanson, Bianchini, & Lee, ). As one example, the 33 practicing secondary science teachers surveyed by Cho and McDonnough () had limited knowledge of the range of instructional supports effective in scaffolding academic language: They did not know how to scaffold their EL students beyond giving them extra time to complete tasks.…”

Section: Situating Our Study In the Literaturementioning

confidence: 99%

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

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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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“…Automaticity in any skill can be achieved through emulation of the skill and self-control. The development of self-regulation is helpful for the student to learn, adopt, and transfer the skill effectively (Barkaoui, 2007;Roberts, et al 2017). The process modelling of L2 learners is acquired through 3 stages:…”

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confidence: 99%

Teaching Writing to Second Language Learners: Bench-Marking Strategies for Classroom

Hussain

2017

SSRN Journal

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This study assesses teaching writing skills to the second language learners by utilizing benchmarking strategies of classroom. The study has used mixed approach of qualitative and quantitative analysis to evaluate learning and writing skills of second language among 400 students from different primary and secondary schools in Riyadh. The teachers were instructed to fill an assessment form to evaluate skills of students in learning second language through Benchmarking techniques of brainstorming, fable writing, speed writing, loop writing, and mini saga. The data was analyzed using a statistical software (SPSS) 20.0 version. Cross tabulation technique has been applied on the data collected through questionnaires to observe the appropriate responses of the teachers. The results revealed that 75% of the students were interested in learning writing in second language. Brainstorming technique (56.3%) was found to be most popular among the students and teachers. The majority of the teachers (84.4%) believe that acquiring writing skills is the toughest task for the second language learners. Moreover, brainstorming (p=0.000), narrating fables (p=0.002), and loop writing (0.000) were significant among students for learning second language. It has been concluded that the technique of brainstorming was effective among the students to learn writing skills in second language. Keywords:second language, brainstorming, loop writing, speed writing, mini saga, fable writing IntroductionThe development of second language skills among the students has always been an interesting task. The process of writing suggests that the students are actually taught how to write with coherence, acceptable spellings, and appropriate grammar structure in second language (Freedman et al., 2014).The strategies for classroom refers to the second language learning sense, which has been introduced to the complex shifts made by second language speakers. These strategies can be different in nature, which include cognitive learning strategies and metacognitive learning strategies (Cohen, 2014). Students need to personally get involved in writing exercises to make the learning experience valuable. In the second language learning classrooms student motivation is enhanced by explaining them the steps involved in effective writing (Santangelo& Graham, 2015). The writing activities need to be geared according to the needs and interests of the students. Moreover, these activities should be linked to the real life whenever possible.

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Developing an Adaptive Disposition for Supporting English Language Learners in Science: A Capstone Science Methods Course

Cited by 9 publications

References 18 publications

Preparing preservice teachers to teach science to english learners: A review

Preparing preservice teachers to teach science to english learners: A review

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

Teaching Writing to Second Language Learners: Bench-Marking Strategies for Classroom

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