The Role of Teacher Education in Teaching Science to Emergent Bilingual Learners

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dc.contributor.authorLyon E
dc.contributor.authorTolbert, Sara
dc.contributor.editorLuft J
dc.contributor.editorJones G
dc.date.accessioned2022-03-13T23:05:01Z
dc.date.available2022-03-13T23:05:01Z
dc.date.issued2022en
dc.date.updated2021-07-19T02:48:03Z
dc.description.abstractDrawing on multiple theoretical perspectives, research over the last two decades has provided insights for the effective teaching of science to emergent bilinguals. This chapter synthesizes empirical studies published since 2010 that investigated ideologies, knowledge, and/or practices of PreK-12 science teachers in professional learning around the teaching of science to emergent bilinguals. Addressing the question “what is the role of teacher education in the teaching of science to emergent bilinguals?”, the 38 PreK-12 preservice and inservice teacher education publications selected for this review have: (1) theoretically converged on the integration of science learning with language/literacy development, (2) employed approaches that, while generally aligned with professional development research, vary in their attention toward collaboration and use of educative materials, and (3) generally led to positive shifts in teacher knowledge and practice around teaching science to emergent bilinguals and positive learning outcomes for students, including emergent bilinguals. While the research has expanded significantly and led to key insights, future studies should explore the nuances of: (1) linguistic hegemony in science education, (2) how to structure and support collaborative communities of practice among teacher educators, administrators, teachers, students, and families, and (3) how and when changes in teacher knowledge and practice occur.en
dc.identifier.citationLyon E,Tolbert S (2021). The Role of Teacher Education in Teaching Science to Emergent Bilingual Learners. In Luft J, Jones G (Ed.), Handbook of Research on Science Teacher Education.Routledge. 9780367565824en
dc.identifier.isbn9780367565824
dc.identifier.urihttps://www.routledge.com/Handbook-of-Research-on-Science-Teacher-Education/Luft-Jones/p/book/9780367565824
dc.identifier.urihttps://hdl.handle.net/10092/103468
dc.language.isoenen
dc.publisherRoutledgeen
dc.rightsAll rights reserved unless otherwise stateden
dc.rightsThis is an Accepted Manuscript of a book chapter published by Routledge in Handbook of Research on Science Teacher Education on April 27, 2022, available online: http://www.routledge.com/Handbook-of-Research-on-Science-Teacher-Education/Luft-Jones/p/book/9780367565824en
dc.rights.urihttp://hdl.handle.net/10092/17651en
dc.subject.anzsrcFields of Research::39 - Education::3901 - Curriculum and pedagogy::390113 - Science, technology and engineering curriculum and pedagogyen
dc.subject.anzsrcFields of Research::39 - Education::3903 - Education systems::390306 - Secondary educationen
dc.subject.anzsrcFields of Research::39 - Education::3903 - Education systems::390307 - Teacher education and professional development of educatorsen
dc.titleThe Role of Teacher Education in Teaching Science to Emergent Bilingual Learnersen
dc.typeChaptersen
uc.collegeCollege of Education, Health and Human Development
uc.departmentSchool of Teacher Education
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