Elementary Science Teachers' Orientations Toward Language and Content Integration

• In Event: Division K Section 1 Poster Session: Math, Science, and STEM

Abstract

The traditional division of science and language instruction leaves many elementary teachers un(der)prepared to support English learners (ELs) despite research showing how integrating language and content supports scientific sensemaking and language development (Buxton & Caswell, 2020; Case & Montgomery, 2020). This study explored how teachers in a professional development (PD) project talked about ELs in the context of inquiry-based science. Through a qualitative content analysis (Powell et al., 2003), the interaction between teachers’ use of instructional strategies to support ELs and their pedagogical orientation highlighted the extent to which they integrated language and content to support science learning and language development. PD connecting inquiry-based teaching to language learning could help teachers intentionally leverage current practices for more equitable science learning.

Author

• Bethany Daniel, Vanderbilt University