Michigan science teacher preparation for the instruction of English Language Learners

Polega, Meaghan

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https://hdl.handle.net/2142/124246 Copy

Description

Title

Michigan science teacher preparation for the instruction of English Language Learners

Author(s)

Polega, Meaghan

Issue Date

2024-04-12

Director of Research (if dissertation) or Advisor (if thesis)

Lee, Sharon S

Doctoral Committee Chair(s)

Lee, Sharon S

Committee Member(s)

• Pak, Yoon
• Kang, Hyun-Sook
• Lindgren, Samantha

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• Michigan
• English Language Learners (ELLs)
• Science
• Teacher Preparation
• Professional Development

Abstract

The population of English Language Learners (ELLs) across the country has continued to grow at an exponential rate since the passage of the 1965 Immigration and Naturalization Act, which effectively abolished national quotas. As the fastest growing subgroup of K-12 students, ELLs bring many assets and challenges to the classroom for their teachers to navigate. The state of Michigan provides a unique site for this work, as it is consistently in the top 20 states with ELLs, and the fourth most populous ELL state in the Midwest. However, Michigan’s teachers are ill equipped to meet the needs of their ELL students. As part of teacher preparation, the state only requires future teachers to complete a single three credit course related to “special populations,” which includes ELLs and 13 other categories of students. Michigan’s science teachers are even more ill equipped to meet the needs of ELLs because of the technical nature of science, science vocabulary, and their lack of linguistic coursework. In this study, which was designed using explanatory sequential mixed methodology, quantitative survey results, document analysis, and qualitative interviews are analyzed and integrated to examine how Michigan’s science teachers are prepared to meet the needs of ELL students, how they perceive their preparation, and what they perceive to be barriers to instruction for ELLs. Results show that not only do Michigan’s science teachers recognize that they are ill prepared to meet the needs of their ELL students, but that they also want to learn more about how they can better meet those needs. Using constructivism and equity-based science education as theoretical frameworks, this study recommends teacher preparation institutions first address how they are preparing future teachers to meet the needs of ELLs and provides strategies for breaking down barriers for ELLs that teachers currently have in their classrooms. Further, the study recommends additional professional development be offered to in-service teachers to help them address the needs of their ELL students.

Graduation Semester

2024-05

Type of Resource

Thesis

Copyright and License Information

Copyright 2024 Meaghan Polega

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