Expanding Secondary Science Teachers' Instructional Practice to Include English Learners Through Professional Learning Communities

• In Event: Strategies for Implementing Equitable Science Education for Linguistically Diverse Learners

Abstract

English Learners (ELs) are the fastest growing sub-population in k-12 schools, yet, it is a fact that their academic achievement in science lags behind their peers. Remedying the situation requires science teachers to learn to incorporate EL-friendly strategies to make science content comprehensible to ELs. This study details action research findings on secondary science teachers’ implementing EL-appropriate strategies learned during Professional Learning Community discussions. Findings revealed that participating teachers increased the number of EL-appropriate strategies in their instruction, however, these strategies are not appropriate for reducing language barriers for ELs in science learning. Another finding shows that participants spent time attending athletic events, rather than investing time building lessons with cognitive strategies that would increase access to curriculum for ELs.

Authors

• Clara Lee Brown, The University of Tennessee - Knoxville

• Betty Thomason, Maryville City Schools

• Natalia Ward, The University of Tennessee - Knoxville