Developing a Practice-Grounded Understanding of Academic Language: An Investigation of Preservice Science Teachers

• In Event: 42.053 - Preparing Preservice Teachers to Teach Mathematics and Science to English Language Learners

Abstract

To prepare preservice teachers to work effectively with English language learners (ELLs), teacher education programs are beginning to offer ELL-focused content methods courses. In this context, we investigated how six science teacher candidates’ understanding of academic language (AL) developed over time and how they utilized their understanding of AL in their classroom practices. From qualitative analysis of data collected, we identified both strengths and limitations in these candidates’ understanding and reflective practices in teaching AL to ELLs. We also determined how aspects of their teacher education program supported and constrained their learning of AL. Discussion of how teacher candidates build their understanding of the role of AL in practice and implications for teacher education courses and pre-professional experiences are provided.

Authors

• Valerie Meier, University of California - Santa Barbara

• Jin-Sook Lee, University of California - Santa Barbara

• Julie Bianchini, University of California - Santa Barbara

• Walter Aminger, University of California - Santa Barbara

• Stacey L. Carpenter

• Sarah Hough, University of California - Santa Barbara

• Ashley Iveland, WestEd

• Sungmin Moon, University of California - Santa Barbara