Meeting the Needs of High School Science Teachers in English Language Learner Instruction

Abstract

This survey study explored high school science teachers’ challenges and needs specific to their growing English language learning (ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central Virginia participated in the survey. Issues surveyed were (a) strategies used by science teachers to accommodate ELL students’ special needs, (b) challenges they experienced, and (c) support and training necessary for effective ELL instruction. Results suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers perceived that appropriate instructional materials and pedagogical training was most needed. The findings have implications for science teacher preservice and inservice education in regard to working with language minority students.

Keywords:

• ESL instruction
• English language learners
• Secondary science education
• Educating diverse populations

Notes

1 This specific data only reports 2006 standardized test results in a largest school district in Central Virginia. The general data can be located in Virginia Department of Education at http://www.pen.k12.va.us/VDOE/Assessment/home.shtml#Standards_of_Learning_Tests.

2 One of the counties particularly showed a dramatic increase of ELL populations (600%) due to the fast-developing Hispanic community in this area.