Complexities in Teaching Science to English Language Learners in Canadian Classrooms: Elementary Teachers' Perspectives

• In Event: Science Teaching and Learning: Multilingual Learners in Science

Abstract

This paper explores the complexities experienced by elementary teachers in teaching science to English Language Learners (ELL) in cultural diversity-rich classrooms of Canada. A case study approach and phenomenographic methods were employed to investigate teachers’ perspectives about the effects of students’ cultural diversity on their science teaching. The findings include: 1) Teachers’ cognizance of linguistic and cultural segregation of ELL students in their science classrooms; 2) Teachers’ perplexities around English language support systems and teaching science to ELL students. These findings highlight the need for increased teacher support and professional development, critical examination of current ELL support programs, and enhanced parent-teacher collaboration to better support ELL students’ learning of science, and have implications for science teaching, research, and teacher education.

Author

• Latika Raisinghani, University of Regina-Regina, Saskatchewan