Supporting English Language Learners in College Science Classrooms: Insights from Chemistry Students
The number of English language learners (ELLs) is increasing in science classrooms. Currently, little research has been done to show how this student population can be better served in post-secondary science classrooms. The purpose of this study was to understand the types of learning challenges that undergraduate ELLs experience in a general chemistry course and how this knowledge can inform classroom practices. We surveyed 28 undergraduate ELLs from diverse linguistic backgrounds who were enrolled in a first semester general chemistry lecture and lab course. Our findings suggest that ELLs experience various learning challenges that impact their ability to understand the content and participate in this course (e.g., difficulty following the instructor, interpreting lab procedures, and comprehending exam questions). Our findings also suggest that ELLs tend to use inefficient strategies, such as re-reading, in attempts to address these learning challenges. Based both on these findings and current literature, we present some practical ways that college science instructors can support the learning of ELLs in their classrooms.
|Work Title||Supporting English Language Learners in College Science Classrooms: Insights from Chemistry Students|
|License||In Copyright (Rights Reserved)|
|Publication Date||November 2020|
|Deposited||March 01, 2021|
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