Relating Teaching Practices for English Learners to Science Learning: Evidence From a Teacher Preparation Intervention

• In Event: English Learners and Equity in Science Education

Abstract

To prepare secondary science teachers to support English Learners (ELs) in science learning, we restructured science method courses across four universities to align with the following instructional practices: Scientific Sense-Making, Discourse, Language and Literacy, and Contextualized Activity. We explore the relationship between 16 participating science teachers’ implementation of practices and science learning. Results reveal that (1) students demonstrated learning gains (Conceptual Understanding, Reading, and Writing), (2) learning gains varied by Home language, EL status, and Race/ethnicity, (3) teaching practices varied considerably by teacher, and (4) implementation of practices correlated significantly with learning outcomes. Results support the impact of teaching practices at the heart of supporting science learning and literacy development for ELs and all students.

Author

• Edward G. Lyon, California State University - Sonoma