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ERIC Number: EJ1055265
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Teacher Education That Works: Preparing Secondary-Level Math and Science Teachers for Success with English Language Learners through Content-Based Instruction
DelliCarpini, Margo; Alonso, Orlando B.
Global Education Review, v1 n4 p155-178 2014
Little research exists on effective ways to prepare secondary mathematics and science teachers to work with English language learners (ELLs) in mainstream mathematics and science (subsequently referred to as STEM) classrooms. Given the achievement gap that exists between ELLs and their native-speaking counterparts in STEM subjects, as well as the growing numbers of ELLs in US schools, this becomes a critical issue, as academic success for these students depends on the effectiveness of instruction they receive not only in English as a second language classes (ESL), but in mainstream classrooms as well. This article reports on the effects of a program restructuring that implemented coursework specifically designed to prepare pre-service and in-service mathematics, science, and ESL teachers to work with ELLs in their content and ESL classrooms through collaboration between mainstream STEM and ESL teachers, as well as effective content and language integration. We present findings on teachers' attitudes and current practices related to the inclusion of ELLs in the secondary-level content classroom and their current level of knowledge and skills in collaborative practice. We further describe the rationale behind the development of the course, provide a description of the course and its requirements as they changed throughout its implementation during two semesters, and present findings from the participants enrolled. Additionally, we discuss the lessons learned; researchers' innovative approaches to implementation of content-based instruction (CBI) and teacher collaboration, which we term two-way CBI (DelliCarpini & Alonso, 2013); and implications for teacher education programs.
Descriptors: Teacher Education, English Language Learners, Mathematics Education, Science Education, STEM Education, English (Second Language), Second Language Instruction, Teacher Collaboration, Teacher Attitudes, Inclusion, Secondary Education, Preservice Teachers, Content Area Reading, Educational Objectives, Assignments, Course Descriptions, Mixed Methods Research, Teacher Surveys, Likert Scales, Participant Characteristics, Secondary School Teachers, Grounded Theory
Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Secondary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: New York