Teachers of English Language Learners
Running Head: TEACHERS OF ENGLISH LANGUAGE LEARNERS
Problems that Science Teachers of English Language Learners Face in the Classroom
Table of Contents
Abstract………………………………………………………………..3
Introduction………………………………………………………..….3
Significance of the Study……………………………………………..4
Research Question……………………………………………………5
Hypothesis of the Study………………………………………………5
Methods………………………………………………………………6
Data analysis………………………………………………………….7
Conclusion……………………………………………………………8
References………………………………………………..………..…10
Appendix A (Survey)…………………………………………………12
Abstract
With more immigrants having arrived in the United States during the 1990s than any other single decade, the number of public school students in need of additional language instruction has grown dramatically in past years (Bureau of U.S. Citizenship and Immigration Services, 2001). The purpose of the study is to improve the way that teachers of English language learners conduct their science lessons based on research recommendations. The research will include feedback from five teachers that teach science to English language learners. The participants will be selected based on their ethnic background. All participants need to be bilingual in English and Spanish. Data will be collected through interviews and surveys.
Introduction
For many students, school can be a frustrating and challenging experience. For English language learners (ELLs) school can be even more frustrating when you add the fact that these students are faces with the challenge of learning content and a new language at the same time. Science content is filled with complex vocabulary that is difficult even for regular students to comprehend. As expected, ELLs also struggle with the language of science. While ELLs don’t necessarily have a difficult time grasping the content, it is the language barrier that is preventing them from doing well in Science. The National Science Teachers Association
Problems that Science Teachers of English Language Learners Face in the Classroom
Table of Contents
Abstract………………………………………………………………..3
Introduction………………………………………………………..….3
Significance of the Study……………………………………………..4
Research Question……………………………………………………5
Hypothesis of the Study………………………………………………5
Methods………………………………………………………………6
Data analysis………………………………………………………….7
Conclusion……………………………………………………………8
References………………………………………………..………..…10
Appendix A (Survey)…………………………………………………12
Abstract
With more immigrants having arrived in the United States during the 1990s than any other single decade, the number of public school students in need of additional language instruction has grown dramatically in past years (Bureau of U.S. Citizenship and Immigration Services, 2001). The purpose of the study is to improve the way that teachers of English language learners conduct their science lessons based on research recommendations. The research will include feedback from five teachers that teach science to English language learners. The participants will be selected based on their ethnic background. All participants need to be bilingual in English and Spanish. Data will be collected through interviews and surveys.
Introduction
For many students, school can be a frustrating and challenging experience. For English language learners (ELLs) school can be even more frustrating when you add the fact that these students are faces with the challenge of learning content and a new language at the same time. Science content is filled with complex vocabulary that is difficult even for regular students to comprehend. As expected, ELLs also struggle with the language of science. While ELLs don’t necessarily have a difficult time grasping the content, it is the language barrier that is preventing them from doing well in Science. The National Science Teachers Association
References: Bernardo, A.B.I. (2009). Language and modeling instruction among bilinguals. The Journal of Psychology, 139(5), 413-425. Crawford, L. (2008). Creating a middle school curriculum for English- language learners Dika, S. (2002). Mathematics and science achievement: effects of motivation, interest, and academic engagement Fletcher, C., & Reyes, P. (2010). Successful migrant students: the case of English language learners Fouad, N.A.(2004). Career linking: an intervention to promote career awareness. Journal of Counseling and Development, 73(5), 527-533. Khisty, L. L. (2005). Making inequality: Issues of language and meanings in teaching with Hispanic students. Journal of Learning Disabilities, 37 (4) 279-297. Kloosterman, P. (1998). Self-confidence and motivation Among English Language Learners Conducted :September 13, 2011 Survey questions