Implementation of Research-based ESL Strategies with Lower Grade Middle School ELLs in the Science Classroom: Findings from an experimental study
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Copyright rests with authors. Please cite TESL-EJ appropriately. English language learners (ELLs) benefit when their teachers utilize a wide range of English as a Second Language (ESL) instructional strategies. However, content-area teachers often are unfamiliar with these ESL strategies as they have not received extensive professional development on meeting the needs of ELLs, especially within the context in their content area. In the current study, we explored the instructional differences between sixth-grade science teachers in their use of specific ESL strategies through the use of an observation protocol. Treatment teachers received ongoing, in-depth professional learning on working with ELLs and using ESL strategies. Our research question was: Is there a significant difference between treatment and control classrooms on teachers' implementation of ESL strategies? A total of 1,380 rounds of observation were completed in both treatment and control classrooms during science instruction, with an average of 54.5 minutes per teacher. Chi-square tests were conducted comparing treatment and control teachers' instruction. The results underscored the difference between treatment and control teachers in utilizing some of the specific ESL instructional strategies to enhance their students' science and literacy growth.
