Southwest Educational Research Association. Instructional Strategies for English Learners in Mathematics and Science Classrooms: A Qualitative Meta-Study

• In Event: Consortium of State and Regional Educational Research Associations Distinguished Paper Session 1

Abstract

This study reviews the extant literature on instructional practices that promote content learning and language acquisition of English learners (ELs) in secondary mathematics and science classrooms via a meta-study. Twenty-three primary studies were systematically identified through topical and methodological criteria. The methodologies, underlying theories, and findings of these studies were examined through a sociocultural lens. Thematic analysis of the primary reports suggests that content-based instructional practices, combined with intentional linguistic scaffolds, support both knowledge construction and language acquisition of ELs in mathematics and science. Specific themes include implementation of collaborative learning, critical thinking, student-centered activities, academic conversations, linguistic scaffolds, translanguaging, explicit vocabulary instruction, and clear instruction. The study has implications for future studies examining practitioner implementation as well as teacher education.
Keywords: English learners, mathematics instruction, science instruction, linguistic supports, student-centered, qualitative, meta-study.

Author

• Rebecca W. DeLozier, Lewisville Independent School District
  Presenting Author