An Analysis of Teacher Readiness to Teach STEM Subjects to English Language Learners: Arizona Context

• In Event: 46.085 - Roundtable Session 15
  In Roundtable Session: 46.085-1 - Are We Ready for This? Addressing Racial and Cultural Difference in STEM Learning

Abstract

The contemporary landscape of U.S. public schools is shifting towards a more diverse population. This shift is most pronounced in expanding enrollments of linguistically and culturally diverse students. Therefore, an examination of whether the professional teaching workforce is, indeed, prepared to address many needs these populations of students bring into a classroom is timely and warranted. This survey study explores teacher readiness to work with ELLs in STEM disciplines. Specifically, it explores and highlights differences between different content area teachers and their ELL readiness; competencies of content teachers in instruction, evaluation and assessment of ELLs; and competencies of STEM teachers in promoting academic achievement among ELLs. Lastly, this proposal concludes with preliminary recommendations for STEM K-12 practitioners and teacher educators.

Authors

• George Sahr Sellu, Santa Rosa Junior College

• Irina S. Okhremtchouk, San Francisco State University

• Rachel M Manak, Arizona State University