Teachers' Views on Integration of Science and Literacy for English Learners in Sixth-Grade Science Classrooms

• In Event: Marriott Roundtable Session 31
  In Roundtable Session: Views and Practices of Monolingual and Bilingual Teachers: Implications for Scholars and Educators

Abstract

This study examined sixth-grade teachers’ views on the integration of science and literacy in
the classroom with predominantly English Learners (ELs) after the implementation of an inquiry-driven Socioscientific Issue (SSI)-based curriculum. Integration of science and literacy during
science instruction is important for ELs’ learning of science and language because it can
facilitate debate, argument, assessment, and justification of claims that enhance science
learning. Extended interviews were conducted with teachers who implemented the SSI lessons.
Findings show that the teachers’ limited knowledge and pedagogical skills in literacy and
science, their compartmentalized views of academic disciplines, and their deficit views of ELs
may act as constraints for science-language integration. Implications for teacher preparation
program and professional development are discussed.

Authors

• Araceli Enriquez-Andrade, University of Houston

• Ma. Glenda Lopez Wui, Ateneo de Manila University

• Rosa Nam, Clark University

• Jie Zhang, University of Houston

• Sissy S. Wong, University of Houston

• Huan Zhang, University of Houston