August 1st, 2011 | RESEARCH
Teachers of English language learners face the dual challenge of helping students to learn the academic content of science and to acquire English language proficiency. Elementary teachers, meanwhile, face the additional challenge of responding to new teaching requirements outlined within reform initiatives with an often limited understanding of science and its practices. The study reported in this paper sought to examine these issues (and also a comparison of teacher’s knowledge and practice between grade levels) as part of the analysis of a long-term professional development initiative for urban elementary schools. The professional development (PD) sought to enhance teacher knowledge of science content, teaching practices, inquiry processes, and teaching practices in science to support English language development.
Document
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Team Members
Heather King, Author, King’s College LondonRelated URLs
Tags
Access and Inclusion: English Language Learners | Urban
Audience: Educators | Teachers | Evaluators | Museum | ISE Professionals
Discipline: Education and learning science
Resource Type: Research Brief | Research Products