Learning to Integrate Inquiry-Based Science and Language Instruction in a Linguistically Diverse Science After-School Program

• In Event: Student Understanding in Science

Abstract

This study investigated pre-service elementary teachers’ perspectives about inquiry-based science and language instruction to English Learners (ELs) in the context of a science afterschool program. The qualitative study was conducted with nine pre-service elementary teachers who were simultaneously enrolled in their science methods class. The main sources of data were classroom observations and in-depth interviews. The findings from inductive analysis of the data indicated that during this experience, pre-service elementary teachers broadened their perspective of inquiry-based instruction for ELs. They also developed in their understanding of the importance of integrating language into inquiry-based science a) by teaching vocabulary, b) by reading and writing, and c) by incorporating opportunities for oral interactions. Implications for elementary teacher preparation programs are suggested.

Authors

• Youngjin Song, University of Northern Colorado

• Elizabeth A. Franklin, University of Northern Colorado

• Teresa M. Higgins, University of Northern Colorado