Teaching Content Standards to English Language Learners: Elementary Science Teachers’ Use of Language Development Strategies

• In Event: Poster Session 2
  In Poster Session: Achievement, Attitudes, and Advocacy: Science Literacy for All

Abstract

The language demands implicit in the Common Core State Standards and Next Generation Science Standards present both challenges and opportunities for ELLs. Given the critical role that content teachers will play in the implementation of these standards, this study investigated the extent to which elementary science teachers use language development strategies in their teaching. 261 teachers from 3 school districts in a southeastern state reported using English language development strategies in most of their science lessons. Similarly, classroom observation data of a subsample of 66 teachers revealed that teachers generally communicated at the appropriate level and mode of language to enhance students’ understanding of science content. These findings varied to some extent based on teachers’ demographic and professional background.

Authors

• Lorena Llosa, New York University

• Christopher D. Van Booven, New York University

• Okhee Lee, New York University