Teacher Perceptions of the Effectiveness of a Science-Infused Literacy Intervention for English Language Learners

Autor/inn/en	Irby, Beverly J.; Tong, Fuhui; Lara-Alecio, Rafael; Guerrero, Cindy; Guo, Wenhong; Abdelrahman, Nahed; Serrano, Jiniva
Titel	Teacher Perceptions of the Effectiveness of a Science-Infused Literacy Intervention for English Language Learners
Quelle	In: Pedagogies: An International Journal, 15 (2020) 1, S.18-39 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Irby, Beverly J.) ORCID (Tong, Fuhui) ORCID (Lara-Alecio, Rafael) ORCID (Guerrero, Cindy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2019.1673165
Schlagwörter	Teacher Attitudes; Science Instruction; Teaching Methods; English Language Learners; Grade 1; Elementary School Students; Content Analysis; Intervention; Literacy; Faculty Development; Instructional Materials; Questioning Techniques; Comparative Analysis; Best Practices; Content Area Reading; Interdisciplinary Approach; Science Curriculum; Elementary School Teachers; Language Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Instructional Innovation + Suchen Sie Ihr Suchwort? Lehrerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; School year 01; 1. Schuljahr; Schuljahr 01; Inhaltsanalyse; Alphabetisierung; Schreib- und Lesefähigkeit; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Befragungstechnik; Fragetechnik; Sinnerfassendes Lesen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Educational Innovation; Bildungsinnovation
Abstract	In this study, we analyzed the perceptions of treatment teachers who participated in a randomized controlled trial study which targeted a science-infused literacy intervention, "Let's Talk Science," for first grade English language learner students. Three aspects, including the effectiveness of the intervention, details of instructional practice, and recommendations of teachers, were investigated. We used the qualitative approach of content analysis. Results suggested that (a) the intervention had a positive result for both treatment students and teachers and (b) four core strengths contributed to the successful effect of the intervention related to science-infused literacy -- professional development, time-scripted teaching materials, effective questioning strategies, and visuals and hands-on activities. We advocate that special consideration be given to English language instructors' ongoing professional development, as well as to the learning environment with a lowered affective filter using effective instructional strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01