Urban elementary school teachers' knowledge and practices in teaching science to English language learners

Abstract

This study examined urban elementary teachers' knowledge and practices in teaching science while supporting English language development of English language learning (ELL) students. As part of a larger 5-year research project in the United States, the study involved 38 third-grade teachers who participated in the first-year implementation of a professional development intervention that consisted of curriculum units and teacher workshops. The study examined four areas-teacher knowledge of science content, teaching science for understanding, teaching science for inquiry, and teacher support for English language development-through a questionnaire, classroom observations, and postobservation interviews. Results indicate that teachers' knowledge and practices were generally within the bounds supported by the intervention; however, such knowledge and practices fell short of the goal of reform-oriented practices. The results provide insights for our ongoing intervention and other similar efforts and contribute to the emerging knowledge base on science and English language and literacy with ELL students.

Reading Strategies in French Immersion Science Classes: Preparing Our Students for Tomorrow

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The role of induction in learning to teach toward equity: A study of beginning science and mathematics teachers

“…Warren et al (2001) suggested that teachers work with their students to bridge everyday and scientific ways of communicating ideas. Lee, Lewis, Adamson, Maerten-Rivera, and Secada (2007) developed a model of culturally congruent instruction to guide teachers in teaching science as inquiry to their English learners: Teachers are asked to link the academic discipline of science with students' linguistic and cultural experiences and to appropriately scaffold students' efforts to move from explicit teacherdirected investigations to more independent ones. Stoddart, Pinal, Latzke, and Canaday (2002) argued that teachers' efforts to connect scientific inquiry to English language acquisition enhance English learners' learning of English.…”