Preparing STEM Teachers for English Learners: Great Promise in a Less Trodden Path

• In Event: Roundtable Session 55
  In Roundtable Session: Using STEM: Science Integration and English Language Learners

Abstract

Heavy reliance on strong literacy skills to demonstrate learning is one of the key features that sets apart the Common Core Math standards and the Next Generation Science standards from the previous content standards. This characteristic has made the implementation of the new standards challenging for STEM teachers who work with English learners. This paper discusses the results of a qualitative study of in-service STEM teachers participating in a National Professional Development Program. Following an exploratory-interpretive approach, the study identified changes that took place in the teachers’ instruction as a result of incorporating language development and literacy practices in their classes. Results revealed significant changes in not only the teachers’ instructional strategies but also their identity as advocates for ELs.

Authors

• Gladys Vega, William Paterson University

• Carrie Eunyoung Hong, William Paterson University