Providing Equal Opportunity to Learn Science for English Language Learners: The Role of Simulated Language Learner Experiences in Teacher Preparation

Authors

Angela W. Webb, Louisiana State UniverstityFollow
Estanislado S. Barrera IV, Louisiana State UniversityFollow

Abstract

English language learners (ELLs) are the fastest growing student population in our nation’s public school systems; yet, preservice and inservice teachers are commonly underprepared to teach science effectively to this group of students. Though obviously inequitable, providing ELLs with poor or subpar science instruction denies them their civil right to equal opportunity to learn science. In this paper, we discuss simulation as a promising way to prepare preservice elementary teachers to plan and deliver quality science instruction and robust opportunities to learn to ELLs.

Recommended Citation

Webb, Angela W. and Barrera, Estanislado S. IV (2017) "Providing Equal Opportunity to Learn Science for English Language Learners: The Role of Simulated Language Learner Experiences in Teacher Preparation," Catalyst: A Social Justice Forum: Vol. 7 : Iss. 1 , Article 3.

Available at: https://trace.tennessee.edu/catalyst/vol7/iss1/3