Meeting the Needs of High School Science Teachers in English Language Learner Instruction |
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| Authors: | Seonhee Cho Jacqueline T McDonnough |
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| Institution: | (1) Department of Teaching and Learning, Virginia Commonwealth University, 1015 W. Main St., Richmond, VA 23284, USA |
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| Abstract: | This survey study explored high school science teachers’ challenges and needs specific to their growing English language learning
(ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central
Virginia participated in the survey. Issues surveyed were (a) strategies used by science teachers to accommodate ELL students’
special needs, (b) challenges they experienced, and (c) support and training necessary for effective ELL instruction. Results
suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers
perceived that appropriate instructional materials and pedagogical training was most needed. The findings have implications
for science teacher preservice and inservice education in regard to working with language minority students.
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| Keywords: | ESL instruction English language learners Secondary science education Educating diverse populations |
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