Preparing Preservice Elementary Teachers to Teach Science to English Learners

• In Event: Supporting K–12 English Language Learners in Science: Putting Research Into Teaching Practice

Abstract

Purpose
The purpose of this presentation is to describe the development of an experimental program of pre-service teacher preparation focused on preparing novice teachers to integrate the teaching of science language and literacy for English Learners (EL). We discuss implementation at three sites and present the findings of a quasi experimental program of research that compared the development of the knowledge beliefs and practice of pre-service teachers in the experimental programs to a control group of novice teachers in business as usual teacher control education programs.

Conceptual Framework

The project is based on a substantial body of prior research that has demonstrated that integrating English language and literacy development into contextualized instruction in science increases EL achievement in science and in academic language and literacy development (Author, 2004; Author, 2007; Lee, Maerten-Rivera, Penfield, LeRoy, & Secada, 2008; Author, 2014; Author, 2002). Currently, however, few teacher education programs prepare student teachers to work with EL or to integrate language and literacy into the teaching of academic subjects (Ballantyne et al., 2008; Darling-Hammond, 2006; Gándara, Maxwell-Jolly, & Driscoll, 2005; NCES, 2001; Villegas & Lucas, 2002).

Methods and Results
Three pre-service teacher education programs in California were restructured to develop conceptual and instructional coherence across the program coursework and practicum and provide pre-service teachers (PST) with explicit models of integrated science-ELD practice (video and curricular exemplars and modeling by subject methods instructors) and opportunities to practice these instructional approaches in teaching practica with focused feedback and support. The participants in the research study included 228 control group and 206 experimental group PST. Each PST completed a survey at the beginning and end of his or her teacher education program and was observed three times during the student teaching practicum. Analysis of covariance ANCOVA and ordinary least squares (OLS) regression were used to examine the differences between control and experimental groups. Post-survey analysis show that, in comparison to the control group, experimental group PST had significantly higher self efficacy (p<.05) and more knowledge about (p<.05) delivering integrated science-language-literacy instruction to EL. Significant differences were also found between the control and experimental groups PST in the use of contextualization and science discourse in their student teaching practica (p<.01).

Significance
The study demonstrates that a one year pre-service teacher education program can significantly improve PST self efficacy, knowledge, and practice in integrating the teaching of science, language, and literacy with EL.

Authors

• Trish Stoddart, University of California - Santa Cruz

• Eduardo Mosqueda, University of California - Santa Cruz

• Marco A. Bravo, Santa Clara University