Teacher change in beliefs and practices in science and literacy instruction with English language learners

TLDR

The study examined how elementary teachers’ beliefs and practices change while learning to establish instructional congruence, aligning academic content with students’ linguistic and cultural experiences. Six bilingual Hispanic teachers teaching fourth‑grade, predominantly Hispanic students were observed. Teacher learning differed across science, language and culture, English literacy, and their integration, with instructional congruence developing gradually and requiring reflection, formal training, and extensive support. Implications for further research on promoting achievement for all students are discussed, and the article is © 2003 Wiley Periodicals, Inc., J Res Sci Teach 41:65–93, 2004.

Abstract

Abstract This study examined patterns of change in beliefs and practices as elementary teachers learned to establish instructional congruence, a process of mediating academic disciplines with linguistic and cultural experiences of diverse student groups. The study focused on six bilingual Hispanic teachers working with fourth‐grade, mostly Hispanic students. The results indicated that teacher learning and change occurred in different ways in the areas of science instruction, students' language and culture, English language and literacy instruction, and integration of these areas in establishing instructional congruence. The results also indicated that establishing instructional congruence was a gradual and demanding process requiring teacher reflection and insight, formal training, and extensive support and sharing. Implications for further research in promoting achievement for all students are discussed. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 41: 65–93, 2004