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Abstract
This original pedagogical study captured three preservice teachers’ experiences using visual literacy strategies as an approach to teaching English language learners (ELLs) science academic language. The following research questions guided this study: (1) What are the experiences of preservice teachers’ use of visual literacy to teach science academic language with ELLs in an elementary classroom? and (2) What are the strengths/limitations of incorporating visual literacy into the classroom with ELLs? Data revealed that preservice teachers recognized the significance and benefits of utilizing visual literacy as a method to teaching science academic language to ELLs. Results also indicated that elementary students employed self-discovery, knowledge, and the contextual use of academic language during three different lessons. Findings from this study suggest that even though there were some limitations to incorporating visual literacy strategies into the science classroom, preservice teachers find the approach helpful to teaching academic language to ELLs. Along similar lines, teachers of this study appeared to be motivated and eager to use the strategy again in the future. Implications for practice and further directions for research are discussed.
Additional information
Notes on contributors
Charlease Kelly-Jackson
Charlease Kelly-Jackson is an assistant professor of elementary science education at Kennesaw State University. Her research areas include diversity issues in science education and teacher preparation.
Stacy Delacruz
Stacy Delacruz is an assistant professor of elementary literacy education at Kennesaw State University. Her research areas include balanced literacy, digital literacy, and literacy among English language learners.