Problem-Based Enhanced Language Learning: Preparing Preservice Teachers to Work With Language Learners

• In Event: 52.030 - Using Next Generation Science Standards to Inform and Provide Equitable Instruction, Learning, and Assessments to Diverse Students

Abstract

Immigration continues to change world regions (Kaufman, 2014) and thus classrooms. Students not proficient in the language of instruction face academic challenges (OECD, 2010). Simultaneously, there has been the development of the Next Generation Science Standards (NGSS), which focus on students acquiring both science content and practices, which is mediated by the use of language (Lee, Quinn & Valdes, 2013).

Science methods courses in teacher preparation programs typically cover the NGSS science content standards and effective strategies for delivering instruction. However, there is a lack of discussion regarding how to effectively address the specific struggles that language learners may face during science instruction. Problem-based learning (PBL) naturally presents opportunities for thinking and discussing when working with language-minority learners. Combining PBL experiences in science with design elements to enhance language development can benefit ELs. We call our approach Problem-Based Enhanced-Language Learning (PBELL).

Theoretical framework
Among the variety of definitions of PBL (Barrows, 1986; Zubaidah, 2005), we are guided by the following definition: problem-based learning is an instructional approach where learners grapple with meaningful problems and collaboratively work toward their resolution.

Although many strategies that are effective for native English speakers can be effective for ELs, there are also a number of issues that teachers need to be aware of to improve the academic achievement and language development of ELs. Teachers are more effective in increasing ELs’ academic achievement across content areas when they have a greater amount of specialized preparation in meeting ELs’ specific needs (Maxwell-Jolly & Gandara, 2006). Too often in science methods courses, there is a lack of discussion regarding how to effectively address the specific struggles with language and content that ELs may face. While the focus should be the academic content, it is critical that language have a central role in PBELL lessons.

Methods
Three faculty members analyzed assignments that incorporated PBELL learning experiences designed by preservice science teachers (PSTs). The assignments required PSTs to design and implement a PBELL lesson in grades 1 through 8 classrooms.

All three faculty members individually coded each problem as either effective or not effective, then provided reasons for their assigned codes. Then the faculty members compared and discussed their results for the effective or not-effective categories. Disagreements were discussed until consensus was reached.

Results
Initial findings of eighteen lessons across two classes indicate that three were evaluated to be effective and fifteen were evaluated to be not effective. These findings indicate that PSTs have difficulty in developing lessons for delivering science content.

Significance
NGSS promotes the learning of both science content and practices. However, challenges exist for supporting language learners for engaging in and learning science content. To embrace these needs, teachers need to have knowledge, abilities, and attitudes to implement PBL and methods for language-minority students. Our approach, PBELL, provides the opportunity for PSTs to develop skills and techniques for supporting language learners in an inquiry-based science classroom.

Authors

• Joi Merritt

• Peter Rillero

• Margarita Jimenez-Silva, University of California Davis