Teachers of English Language Learners

Topics: Education, Language proficiency, Language acquisition Pages: 6 (1611 words) Published: February 10, 2014

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 (NSTA) claims that all students should have an opportunity to learn and succeed in science. Teachers play a vital role in the process. It is important to provide teachers with the necessary tools to help students think scientifically and be able to apply the scientific method. It is also important that educators that teach science to ELLs are well prepared in science content t and have suitable approached for integrating language acquisition and science learning. Significance of the Study

This project is designed to shed some light at the issues that teachers have when teaching ELL students science content. Since students take the science standardized state test in fifth grade for the first time, the project will focus on fourth grade teachers and their attitudes toward teaching science to English language learners. English language learners are the fastest growing group of students in the United States today. According to the National Clearinghouse for English Language Acquisition and Language Instruction Education Programs (NCLEA), most of these students with limited English proficiency are not immigrants or recent arrivals. More than three-fourths of the ELL elementary students are native-born; more than half of secondary ELL students are native born. These students require special assistance from their teachers and schools in order to meet the state’s demanding academic standards while at the same time learning English. The goal of the project is to provide teachers with instructional interventions—such as culturally responsive teaching, guided inquiry, and sheltered English instruction that can potentially improve achievement in science as well as narrow the achievement gaps for ELLs (Amaral, 2002). This study is important because the education of English language learners is complex as it involves teaching academic subjects to students while they are developing a second language (Rosebery, Warren, & Conant,1992). The literature review will support the research in...

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
Continue Reading

Please join StudyMode to read the full document

You May Also Find These Documents Helpful

  • Essay on Assessing English Language Learners
  • Assessment of English Language Learners Essay
  • English Language Learners Essay
  • Importance of English Language Learners Essay
  • Education and English Language Learners Research Paper
  • English Language Learners Essay
  • Assessing the English Language Learner Essay
  • English Language Learners Essay

Become a StudyMode Member

Sign Up - It's Free