Utilizing a complex theory of teacher learning and practice, this chapter analyzes ~120 empirical studies of content teacher development (both preservice and in-service) for working with multilingu...

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Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings

Research in the United States show that professional learning (PL) can improve classroom instruction However, teachers, especially educators in the content areas, receive insufficient trai

The impact of professional learning on in-service teachers’ pedagogical delivery of literacy-infused science with middle school English learners: a randomised controlled trial study in the U.S

Teaching Science to English Language Learners

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Deterritorializing Dichotomies in Teacher Induction: A (Post)Ethnographic Study of Un/Becoming an Elementary Science Teacher

Teachers Support for English Language Learners to Build Inquiry Skills in Online Biology Simulations by Hermione Joseph-Orelus MS, Florida Atlantic University, 2006 BS, Florida Atlantic University, 2000 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy

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Teachers Support for English Language Learners to Build Inquiry Skills in Online Biology Simulations.

Early career science teachers are often assigned to classrooms with high numbers of English language learners (ELLs). For the underprepared early career science teacher, these circumstances are challenging. This study examines the changes in beliefs and practices of an early career science teacher who taught high numbers of ELLs in an urban setting. Victoria participated in the Alternative Support for Induction Science Teachers (ASIST) program during her initial two years of teaching. Our research team followed her over a three-year period, and the data collected included classroom observations and interviews about her beliefs and practices. In addition, documents such as teacher evaluations and classroom artifacts were collected periodically for the purpose of triangulation. The analysis of the data revealed that with the support of the ASIST program, Victoria implemented inquiry lessons and utilized instructional materials that promoted language and science competencies for her ELLs. Conversely, standardized testing and her teaching assignment played a role in constraining the implementation of inquiry-based practices. The results of this study call for collaborative efforts between university science educators and school administrators to provide professional development opportunities and support to build the capacity of early career science teachers of ELLs.

Learning to Teach Inquiry: A Beginning Science Teacher of English Language Learners.

Dialogs for Success.

[ILLUSTRATION OMITTED] Teachers often start their careers in schools with large populations of English language learners (ELLs), whose enrollment in U.S. public schools reached some 4.4 million in 2012 (Kena et al. 2014). To serve these ELLs, new science teachers must develop skills to not only teach the content and language of science but also academic English. Research shows a persistent achievement gap between native English speakers and ELLs (Kena et al. 2014). New teachers of ELLs need mentoring to develop effective strategies that support science learning and academic English language proficiency aligned with the Next Generation Science Standards (NGSS Lead States 2013) and the Common Core State Standards (NGAC and CCSSO 2010). "Engagement in [science and engineering] practices is language intensive and requires students to participate in classroom science discourse" (NGSS Lead States 2013, Appendix F, p. 3). Proper mentoring can help new teachers avoid didactic, lecture-based, teacher-centered instruction in favor of more hands-on, inquiry-based teaching (i.e., where students gain experience with science and engineering practices). Unfortunately, few teachers are offered professional development on how to mentor new science teachers. This article addresses that need by showing the importance of shifting the frame in which new teachers approach working with ELLs, offering mentoring strategies, and, finally, providing strategies to engage ELLs in the practices of science and engineering. Frames for thinking about teaching and students According to Achinstein and Barrett (2004), teachers frame their role in one of three major ways: managerial, human relations, or political. Teachers with managerial views focus on order and rules that help maintain classroom control (e.g., concerns about the noise and chaos that are possible during inquiry activities). Teachers with a human relations frame emphasize building and sustaining relationships considerate of each member's feelings and wants (e.g., to help all students feel valued in class). Teachers with political views aim to create a democratic setting in which the teacher is an agent of change for social justice (e.g., to help all students access resources). Beginning science teachers often use only one reference frame, but multiple frames are needed to address the complexities of science teaching, especially in linguistically, socioeconomically, and culturally diverse schools. Mentors can recognize which frame a beginning science teacher has in place and guide that teacher toward using other frames that will help solve what may first appear as an insurmountable problem. Learning to integrate the three frames will help the beginning teacher solve classroom issues and achieve a well-managed, supportive, and equitable classroom environment. The authors have collected sample dialogs between mentors and teachers (Figure 1) raising various classroom issues with suggested solutions related to each of the three frames. These examples illustrate how mentors can help beginning teachers reframe issues to foster student engagement in inquiry and science and engineering practices. Strategies for dialogs with new teachers A key to mentoring is fostering a trusting relationship in which honest feedback is shared in confidence. The best mentors are knowledgeable, trustworthy, and available. General strategies 1. Listen to the new teacher intently without interruption and with empathy. Don't immediately offer suggestions to resolve issues. This lets the beginning teacher feel that his or her concerns have been heard and establishes a safe space for that teacher to express thoughts and experiences. 2. Find opportunities for the new teacher to reflect openly and honestly upon classroom experiences, interactions with students, and teaching choices. During discussions, reflect upon successful experiences and strategies that foster scientific habits of mind and science and engineering practices, such as connecting claims with evidence and engaging in scientific argumentation. …

Irasema Ortega

Papers

Learning to Teach Inquiry: A Beginning Science Teacher of English Language Learners.

Dialogs for Success.

Dialogs for Success: Helping New Teachers of English Language Learners