Investigating How Teachers Address Science Academic Language Goals and Expectations With English Language Learners

• In Event: Poster Session 11
  In Poster Session: Division H Poster Session: Assessment in Schools

Abstract

This study investigated how science teachers who teach English Language learners (ELLs) addressed science academic language goals and expectations for its use. Participants were four teachers and their students. Data sources were classroom videos and teachers’ interviews. Videos and interviews were coded using a system that captured ways in which teachers discussed science academic language goals and expectations and the skills that they addressed. Codes’ frequencies were calculated and patterns in teacher practices were identified. Results showed that teachers did not clarify science academic language goals but had clear expectations for its use and explained them to students. Teachers’ expectations focused on meaning making and did not address relevant aspects of the format and use of science academic language.

Author

• Karla del Rosal, Southern Methodist University