Learning to Teach English Language Learners Through a Science Methods Course

• In Event: Sheraton Roundtable Session 23
  In Roundtable Session: Intersection of Content, Language, and Equity in Preservice Teachers' Understanding of Language Learners

Abstract

Two challenges faced by US school systems are achievement gaps between English language learners (ELLs) and native English-speaking students and the lack of opportunities for science teachers to learn about teaching ELLs. Framed by two conceptual frameworks about teaching science to all students, this study examined secondary preservice teachers (PSTs) plans to support ELLs in a science lesson developed in their secondary science methods course. An analysis of lesson plans from 11 PSTs showed that they were able to plan an inquiry-based science lesson with different science practices and most of them integrated specific ELL accommodations within each teaching phase.

Author

• Su Gao, University of Central Florida