The Synergy of Co-Teaching between ESL and Science Educators: Enhancing English Learner's Literacy

Autor/in	Park, Kyongson
Titel	The Synergy of Co-Teaching between ESL and Science Educators: Enhancing English Learner's Literacy
Quelle	In: Science Activities: Projects and Curriculum Ideas in STEM Classrooms, 60 (2023) 4, S.171-184 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Park, Kyongson)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8121
DOI	10.1080/00368121.2023.2237442
Schlagwörter	Team Teaching; Interdisciplinary Approach; English (Second Language); Second Language Instruction; Language Teachers; Science Teachers; Content and Language Integrated Learning; Middle School Teachers; STEM Education + Suchen Sie Ihr Suchwort? Teamteaching; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; CLIL; Lernkonzept; Middle school; Middle schools; Mittelschule; Mittelstufenschule; STEM
Abstract	English learner (EL) students face the challenge of learning a new language while simultaneously learning other subjects. Similarly, English as Second Language (ESL) teachers have the added responsibility of teaching academic language in STEM subjects to EL students, in addition to language teaching. This article explores how a participant researcher as an ESL teacher collaborated with two mainstream teachers and a science teacher, to enhance EL's language and STEM literacy. Four teachers participated in the study, with one science graduate and one participant researcher, an ESL graduate student, working in a public middle school to co-design and co-teach science lessons. The study analyzed the effectiveness of their semester-long collaboration on the learning of domestic and EL students using mixed methods, such as observations and surveys. The results indicate that ESL teachers and students benefit from the support of pre-service teachers for both STEM content and language. This suggests that placing STEM major graduate students in ESL classrooms and ESL major graduate students in STEM classrooms for their practicum can re-connect language to content literacy development for EL students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01