Pre‐service teachers enactment of language‐ and literacy‐integrated science instruction in linguistically diverse science classrooms
Bibliographic Data
| ID | 21353753 |
|---|---|
| Authors | Alexis Rutt (0000-0002-3900-2762, School of Education and Human Development University of Virginia Charlottesville Virginia USA, corresponding author), Frackson Mumba (0000-0002-4166-0617, School of Education and Human Development University of Virginia Charlottesville Virginia USA) |
| Year | 2022 |
| Volume | 59 |
| Issue | 4 |
| Pages | 619-655 |
| Publication date | 2022-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Science Teaching (JOURNAL) |
| Journal identifiers | ISSN: 0022-4308 • E-ISSN: 1098-2736 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/tea.21739 |
| OpenAlex | W3215130501 |
| Language | EN |
| Citations received | 8 |
| References cited | 54 |
The Next Generation Science Standards and increasing linguistic diversity of students in United States science classrooms require language‐focused science instruction for which many secondary science teachers are not prepared. To date, minimal research has addressed how to best support secondary science pre‐service teachers (PSTs) in teaching in linguistically diverse classrooms despite the fact that most PSTs will have the opportunity to teach emergent bilinguals (EBs) at some point in their careers. The purpose of this multiple case study was to determine at what level and in what ways three secondary science PSTs were able to integrate language and literacy into their science instruction following their participation in two language‐ and literacy‐integrated science methods courses. PSTs' instruction was analyzed using an observation rubric and supported by instructional materials, interviews, and reflections. Results indicated that, following the intervention, PSTs were able to enact most language‐ and literacy‐integrated science practices at the targeted level. However, the ways in which they did so varied and at times led to missed opportunities for EBs' participation in key scientific practices. Implications for teacher educators and researchers are addressed
Diversity (politics) · Literacy · Mathematics education · Next Generation Science Standards · Pedagogy · Rubric · Science education · Scientific Literacy · Sociology · Teaching method · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Beyond the theory-practice divide
Learning to Engage Multilingual Learners in Opportunities for Rich Language
Preparing Teachers for Linguistically Diverse Classrooms—A Systematic Review on Interventions and Intersectional Perspectives
Teaching science & technology
Examining preservice science teachers' implementation of language‐ and literacy‐integrated science through a cultural historical activity theory lens
Multilingual learners' epistemologies in practice in the context of computational modeling in an elementary science classroom
NLP ‐enabled automated assessment of scientific explanations
Linguistic Diversity in a Multilingual State
Alternative Approaches to Second Language Acquisition
Bilingualism in Development
Extending the use of soil survey information
Interrater reliability and agreement of subjective judgments.
Teaching English Language Learners in the Content Areas
Pedagogical Language Knowledge
A Systematic Review and Meta-Analysis of the Cognitive Correlates of Bilingualism
English Language Learners in U.S. Schools
Research design
Translanguaging in the Bilingual Classroom
Retracted Article
Preservice secondary science teachers’ understanding of academic language
Retiring the term English language learners
Preparing preservice teachers to teach science to english learners
The language of ciencia
Bilingual education in the 21st century
Sociological Methods
Helping English Learners Increase Achievement Through Inquiry-Based Science Instruction
What about language while equitably assessing science
Science for All, including Students from Non-English-Language Backgrounds
Developing a Theory of Ambitious Early-Career Teacher Practice
Science and Language for English Language Learners in Relation to Next Generation Science Standards and with Implications for Common Core State Standards for English Language Arts and Mathematics
Proposing a core set of instructional practices and tools for teachers of science
Undoing Appropriateness
Situated Cognition and the Culture of Learning
Second language socialization as sociocultural theory
Factors Associated With Novice General Education Teachers' Preparedness to Work With Multilingual Learners
Integrating Science And English Proficiency For English Language Learners
Preparing Linguistically Responsive Teachers
| Unique citing works | 8 |
|---|---|
| Citations per year | 2 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |