Improving Science and Literacy Learning for English Language Learners: Evidence from a Pre-Service Teacher Preparation Intervention

Autor/inn/en	Shaw, Jerome M.; Lyon, Edward G.; Stoddart, Trish; Mosqueda, Eduardo; Menon, Preetha
Titel	Improving Science and Literacy Learning for English Language Learners: Evidence from a Pre-Service Teacher Preparation Intervention
Quelle	In: Journal of Science Teacher Education, 25 (2014) 5, S.621-643 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-013-9376-6
Schlagwörter	English (Second Language); Second Language Learning; Intervention; Science Instruction; Language Proficiency; Vocabulary Development; Units of Study; Preservice Teacher Education; Scientific Concepts; Elementary School Teachers; Methods Courses; Faculty Development; Cooperating Teachers; Teaching Methods; Instructional Improvement; Scientific Literacy; Science Achievement; Outcomes of Education; Beginning Teachers + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Language skill; Language skills; Sprachkompetenz; Wortschatzarbeit; Lerneinheit; Lehramtsstudiengang; Lehrerausbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Methodisch-didaktische Anleitung; Co-operation; Cooperation; Kooperation; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsqualität; Lernleistung; Schulerfolg; Junior teacher; Junglehrer
Abstract	This paper present findings from a pre-service teacher development project that prepared novice teachers to promote English language and literacy development with inquiry-based science through a modified elementary science methods course and professional development for cooperating teachers. To study the project's impact on student learning, we administered a pre and post assessment to students (N = 191) of nine first year elementary teachers (grades 3 through 6) who experienced the intervention and who taught a common science unit. Preliminary results indicate that (1) student learning improved across all categories (science concepts, writing, and vocabulary)--although the effect varied by category, and (2) English Language Learner (ELL) learning gains were on par with non-ELLs, with differences across proficiency levels for vocabulary gain scores. These results warrant further analyses to understand the extent to which the intervention improved teacher practice and student learning. This study confirms the findings of previous research that the integration of science language and literacy practices can improve ELL achievement in science concepts, writing and vocabulary. In addition, the study indicates that it is possible to begin to link the practices taught in pre-service teacher preparation to novice teacher practice and student learning outcomes. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10