Learning to Teach English Language Learners Through a Disciplinary Literacy-Infused Science Methods Course

• In Event: 77.058 - MTCC Roundtable Session 36
  In Roundtable Session: 77.058-7 - Teaching Students to Think Like It: Disciplinary Literacy

Abstract

Achievement gap between English language learners (ELLs) and native English speaking students and the lack of opportunities for science teachers to learn about teaching ELLs are two challenges faced by US school systems. Framed by two conceptual frameworks about teaching science to all students, this study examined the ways preservice teachers (PTs) develop their science lesson plan to teach science and literacy to all students, including ELLs through a disciplinary literacy (DL) infused elementary science methods course. The analysis of lesson plan and reflection from 31 PTs showed that they started to develop their understanding of a DL framework for teaching science and literacy in tandem and used it in their science lesson planning.

Authors

• Su Gao, University of Central Florida

• Jonathan Hall, University of Central Florida

• Rebeca Grysko, University of Central Florida

• Vicky I. Zygouris-Coe, University of Central Florida