Learning to Teach Science Through the Intersection of Science, Second Language, and Literacy Acquisition

• In Event: An Imaginary of Reflective Practice

Abstract

Reconceptualizing science content and the language of science in the NGSS raises a variety of challenges for students and teachers. Through collaboration between science education, Teaching English to Speakers of Other Languages, and disciplinary literacy faculty, a tri-focal approach was designed and integrated into an interdisciplinary science education program to better prepare secondary preservice teachers (PSTs). Based on three points of observations, the purpose of this case study was to examine how two PSTs developed their beliefs and practices of the tri-focal approach to teach science in linguistically diverse science classrooms. Findings from six data sources indicated that PSTs showed a developing understanding of the tri-focal approach, but their beliefs and practices varied over time during their learning process.

Authors

• Su Gao, University of Central Florida

• Joyce Watson Nutta, University of Central Florida

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

• Kristina Brendel, University of Central Florida