Teacher perceptions of the effectiveness of a science-infused literacy intervention for English language learners

ABSTRACT

In this study, we analyzed the perceptions of treatment teachers who participated in a randomized controlled trial study which targeted a science-infused literacy intervention, Let’s Talk Science, for first grade English language learner students. Three aspects, including the effectiveness of the intervention, details of instructional practice, and recommendations of teachers, were investigated. We used the qualitative approach of content analysis. Results suggested that (a) the intervention had a positive result for both treatment students and teachers and (b) four core strengths contributed to the successful effect of the intervention related to science-infused literacy – professional development, time-scripted teaching materials, effective questioning strategies, and visuals and hands-on activities. We advocate that special consideration be given to English language instructors’ ongoing professional development, as well as to the learning environment with a lowered affective filter using effective instructional strategies.

KEYWORDS:

• English language learners
• English language teachers
• integrating science and literacy
• inquiry-based learning
• teacher perspective

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Office of Innovation and Improvement, U.S. Department of Education [U411B120047].

Notes on contributors

Beverly J. Irby

Beverly J. Irby is Professor of Educational Administration and Associate Dean for Academic Affairs in the College of Education and Human Development, Texas A&M University. She is Director of the Education Leadership Research Center and Co-director of the Center for Research& Development in Dual Language & Literacy Acquisition. Her primary research interests center on principal and superintendent leadership, bilingual and ESL education administrative structures, curriculum, international education, and instructional strategies.

Fuhui Tong

Fuhui Tong is Professor and Chair of Bilingual Education Programs in the Department of Educational Psychology, Texas A&M University. She serves as Associate Director of the Center for Research & Development in Dual Language & Literacy Acquisition. Her research interests include research design and quantitative methodology in bilingual/ESL education, language and literacy development for bilingual students, and program evaluation in educational research with bilingual population.

Rafael Lara-Alecio

Rafael Lara-Alecio is Regent’s Professor of Bilingual Education in the Department of Educational Psychology, Texas A&M University. He serves as Director of the Center for Research &Development in Dual Language & Literacy Acquisition. His expertise includes methodologies, assessment/evaluation, and parental involvement in bilingual/ESL education.

Cindy Guerrero

Cindy Guerrero is an Associate Research Scientist in the Department of Educational Psychology, Center for Research &Development in Dual Language & Literacy Acquisition, Texas A&M University. She has fourteen years of experience coordinating and implementing large-scale research grants related to literacy and science instructional interventions for economically-challenged students and English-language learners. Her research interests include literacy, science, and academic language proficiency of economically-challenged and EL students and virtual professional learning for teachers.

Wenhong Guo

Wenhong Guo is a Ph.D. student in the Bilingual Education program in the Department of Educational Psychology at Texas A&M University. She has 3 years of experiences assisting large-scale federally-funded research grants related to literacy and science infusion in instructional interventions for economically-challenged students and ELLs. Her research interests include literacy, science, and game-based learning for ELLs.

Nahed Abdelrahman

Nahed Abdelrahman holds a Ph.D. in Educational Administration in the College of Education and Human Development at Texas A&M University. She is currently a Post-doctoral Fellow and Lead Coordinator of a major national grant, Preparing Academic Leaders (Project PAL), for increasing quality of instruction for English learners through the preparation of campus leaders in the Education Leadership Research Center. Her research interests center on educational leadership, education policy and principal preparation.

Jiniva Serrano

Jiniva Serrano is a Ph.D. student in the Department of Educational Psychology in the College of Education and Human Development, Texas A&M University. She has experiences assisting large-scale research grants related to literacy and science instructional interventions for economically-challenged students and ELLs. Her research interests include curriculum design, teacher training and early childhood education.