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.
Webb, Angela W. and Barrera, Estanislado S. IV
"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
, Article 3.
Available at: https://trace.tennessee.edu/catalyst/vol7/iss1/3
Bilingual, Multilingual, and Multicultural Education Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Language and Literacy Education Commons, Science and Mathematics Education Commons