Examining Coteaching Relationships Between Science and English-for-Speakers-of-Other-Languages Teachers: Improving Science and Language Instruction via Observation and Dialogue

• In Event: Roundtable Session 4
  In Roundtable Session: Support the Teacher: Science Teacher Development

Abstract

This study examined the practices of science and English as Second Language (ESL) teachers during solo and co-taught science lessons in classrooms with linguistically diverse middle school students. Using observations, video analysis, and interviews conducted with students and teachers via small focus group discussions, researchers identified practices that either expanded or limited science and/or language learning opportunities for English proficient and English Language Learner (ELL) students. Researchers scored teacher practices using the Reform Teaching Observation Protocol (RTOP) and the Sheltered Instruction Observation Protocol (SIOP). Based on these observations and feedback from teacher and student interviews, we offer suggestions to improve curriculum design and foster positive coteaching relationships between science and ESL teachers that may improve science learning and language development.

Authors

• Sonya N. Martin, Seoul National University

• Jennifer Park, Seoul National University