Pedagogical Differences Between Two Teacher Groups During Fifth-Grade Science Instruction for English Language Learners

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Abstract

Schools and districts experiencing an increase of English language learners (ELLs) should prepare teachers for the pedagogical knowledge necessary for meeting the needs of ELLs in the classroom. In this study, we used secondary data from Project Middle School Science for English Language Learners (MSSELL) to illustrate the pedagogical difference between treatment and control group teachers during science instruction. Furthermore, we describe the pedagogical processes of the teachers in meeting the needs of ELLs in the classroom. Results from Project MSSELL indicate that pedagogy in the classroom had a direct impact on ELLs’ outcomes during science instruction.

Authors

• Tiberio Garza, University of Nevada - Las Vegas

• Margarita Huerta, University of Nevada - Las Vegas

• Rafael Lara-Alecio, Texas A&M University

• Beverly J. Irby, Texas A&M University - College Station

• Fuhui Tong, Texas A&M University - College Station