Identifying Teachers’ Beliefs and Practices in Teaching Science to Middle School English Language Learner Students

• In Event: Roundtable Session 1
  In Roundtable Session: Equitable Practices and STEM Teacher Education: Casting a Net for Improving STEM Teacher Education and Associated Teacher Practices

Abstract

This study used an ethnographic design to explore how a group of urban middle school science teachers’ beliefs and practices either supported or truncated ELL students’ agency and science learning. Although all of the teacher participants believed that ELL students were indeed capable of learning science and of eventually working in STEM careers, their ability to effectively promote the students’ agency and science learning was limited by (1) institutional resources, (2) pedagogical knowledge, and (3) instructional practices. The findings demonstrate that believing ELL students are capable of doing science is not enough; the teachers lack of formal knowledge of working with linguistically diverse students can inhibit student agency and science learning.

Authors

• Beth A. Wassell, Rowan University

• Kathryn Scantlebury, University of Delaware

• Sonya N. Martin, Seoul National University

• Coniqua Abdul-Malik, Rowan University