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Meeting the Needs of High School Science Teachers in English Language Learner Instruction

  • Published:
Journal of Science Teacher Education

Abstract

This survey study explored high school science teachers’ challenges and needs specific to their growing English language learning (ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central Virginia participated in the survey. Issues surveyed were (a) strategies used by science teachers to accommodate ELL students’ special needs, (b) challenges they experienced, and (c) support and training necessary for effective ELL instruction. Results suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers perceived that appropriate instructional materials and pedagogical training was most needed. The findings have implications for science teacher preservice and inservice education in regard to working with language minority students.

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Notes

  1. This specific data only reports 2006 standardized test results in a largest school district in Central Virginia. The general data can be located in Virginia Department of Education at http://www.pen.k12.va.us/VDOE/Assessment/home.shtml#Standards_of_Learning_Tests.

  2. One of the counties particularly showed a dramatic increase of ELL populations (600%) due to the fast-developing Hispanic community in this area.

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Author information

Authors and Affiliations

  1. Department of Teaching and Learning, Virginia Commonwealth University, 1015 W. Main St., Richmond, VA, 23284, USA

    Seonhee Cho & Jacqueline T. McDonnough

Authors
  1. Seonhee Cho
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  2. Jacqueline T. McDonnough
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Corresponding author

Correspondence to Seonhee Cho.

Appendix ESL Study Survey

Appendix ESL Study Survey

The purpose of this survey is to gather important information about ESL-related academic needs of content-area high school teachers like you. Please do not indicate your name or any other identifying information on this survey so that your responses can be kept confidential.

Directions: Please answer all questions to the best of your knowledge.

  1. 1.

    Primary subject area you currently teach:

    1. a.

      Math

    2. b.

      Science

    3. c.

      Language arts or English

    4. d.

      Science

    5. e.

      Other—

  2. 2.

    All subject areas that you hold licensure: ( Circle all that apply )

    1. a.

      Math

    2. b.

      Science

    3. c.

      Language arts or English

    4. d.

      Science

    5. e.

      Other—

  3. 3.

    Total years of teaching experience in all school settings (except for substitute teaching):

    1. a.

      None

    2. b.

      1–4

    3. c.

      5–9

    4. d.

      10–15

    5. e.

      16–24

    6. f.

      25 or more

  4. 4.

    The number of ELLs in your classes for the current school year (Combine all ELLs across class sections.):

    1. a.

      0–3

    2. b.

      4–7

    3. c.

      8–13

    4. d.

      14–19

    5. e.

      20 or more

  5. 5.

    Circle the three biggest challenges you have experienced in having ELLs in your classes.

    1. a.

      Language barriers between you and ELLs

    2. b.

      Cultural differences between you and ELLs

    3. c.

      ELLs’ lack of background knowledge of content area

    4. d.

      ELLs’ lack of motivation

    5. e.

      Lack of guidelines and/or support systems at school levels

    6. f.

      Lack of time and resources to devote to ELLs

    7. g.

      Assessment/grading of ELLs

  6. 6.

    Circle the three basic skills ELLs need to have before integrating into your classroom.

    1. a.

      English reading and writing skills

    2. b.

      English speaking and listening skills

    3. c.

      Basic knowledge of content area (e.g., math)

    4. d.

      Study skills

    5. e.

      Knowledge of U.S. school system and classroom function

  7. 7.

    The following statements assess how you work with ELLs in your classes ( Check one response for each item )

     

    Never

    Rarely

    Some-times

    Often

    Always

    a. I adjust my rate of speech for ELLs

    		     

    b. I provide different tasks and assignments for ELLs

    		     

    c. I allow ELLs to have extra time in completing tasks

    		     

    d. I provide different instructional materials for ELLs

    		     

    e. I assess/grade ELLs differently from the native English-speaking students

    		     

    f. I pair up (or group) ELLs so they can help each other

    		     

    g. I consult with ESL teachers in order to better help ELLs

    		     

    h. Others (specify)

    		     
  8. 8.

    Your language background:

    1. a.

      English (monolingual)

    2. b.

      Have learned a foreign language(s) but cannot fluently communicate

    3. c.

      Bilingual

    4. d.

      Other—

  9. 9.

    If applicable, how helpful are your foreign language skills in teaching ELLs in your classes?

    1. a.

      Very helpful

    2. b.

      Somewhat helpful

    3. c.

      Not helpful

    4. d.

      Other—

  10. 10.

    What types of support do you wish to receive to effectively teach ELLs? ( Check one response for each item )

     

    Critical

    Very important

    Important

    Not important

    a. Bilingual teacher’s assistant

    		    

    b. Bilingual instructional materials (e.g., dictionaries, bilingual glossaries)

    		    

    c. Professional training and development workshops to teach ELLs

    		    

    d. Other (specify)

    		    
  11. 11.

    What would be most helpful for you to learn to help ELLs in your classes? ( Check one response for each item )

     

    Critical

    Very important

    Important

    Not important

    a. Language (e.g., Spanish) training

    		    

    b. Understanding of second language development and learner variables

    		    

    c. ESL instructional strategies

    		    

    d. Cultural understanding

    		    

    e. How to assess (grade) ELLs

    		    

    f. Others (specify)

    		    
  12. 12.

    Your current training background in relation to ESL or language minority students in the past 10 years: ( Circle all that apply and record credit hours or days to the best of your knowledge )

    1. a.

      Undergraduate/graduate courses (Total credit hours—)

    2. b.

      Professional development (Total days —)

    3. c.

      None

  13. 13.

    What types of professional training or development would you like to receive in relation to teaching ELLs? ( Circle all that apply )

    1. a.

      Inservice professional development day

    2. b.

      Undergraduate/graduate on-site course ( Check all that apply )

      • □ Evenings

      • □ Weekends

      • □ Summer

    3. c.

      Undergraduate/graduate online course

    4. d.

      Combination of on-site and online course

    5. e.

      None

    6. f.

      Other—

14. Please write down any comments you have about working with ELLs:

Thank you for your participation!

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Cho, S., McDonnough, J.T. Meeting the Needs of High School Science Teachers in English Language Learner Instruction. J Sci Teacher Educ 20, 385–402 (2009). https://doi.org/10.1007/s10972-009-9136-9

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