Meeting the Challenges of English Learners by Pairing Science and Language Educators

Autor/inn/en	Meskill, Carla; Oliveira, Alandeom W.
Titel	Meeting the Challenges of English Learners by Pairing Science and Language Educators
Quelle	In: Research in Science Education, 49 (2019) 4, S.1025-1040 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Meskill, Carla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-019-9837-9
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; English Language Learners; Science Instruction; Barriers; Faculty Development; Secondary School Science; Secondary School Mathematics; Interdisciplinary Approach; Pedagogical Content Knowledge; Chemistry; Team Teaching; Teacher Collaboration; Teacher Attitudes; Course Content; Technology Integration; Formative Evaluation; Multimedia Instruction; Language Teachers; Science Teachers + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Pädagogische Kompetenz; Chemie; Teamteaching; Lehrerkooperation; Lehrerverhalten; Kursprogramm; Multimediales Lernen; Language teacher; Sprachunterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende
Abstract	Learners of English as a new language and the teachers who find these young people in their classrooms face many challenges. For secondary science educators, this is often rooted in a general lack of professional development models for the design and implementation of science/language integrated instruction. To address this issue, the present study examines how participation in a paired professional development initiative with focus on multimodalities impacts teachers' pedagogical expertise in both language and science learning. We specifically examine the expert understandings and pedagogical skills developed by two teachers, one chemistry, one English to Speakers of Other Languages (ESOL), who co-designed and co-taught science/language integrated lessons. Analysis of the pair's collaborative processes, resulting lessons, and their reflections on these reveals expertise gained in three main areas: attending to both content and language, seamless integration of multimodal technology, and formative assessment. Implications for the pairing of language and science educators along with roles and impacts of multimodal teaching strategies are discussed. Lastly, a language/content pairing model with emphasis on multimodal teaching strategies is recommended as an effective means for meeting the challenges of linguistically diverse science classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01