STEM Teachers’ Preparedness for English Language Learners

Abstract

The growth of English Language Learners (ELLs) in the K-12 education system has sparked discussions regarding STEM teachers’ ability to meet the needs of these learners. STEM teachers have reported that they do not feel prepared to meet ELL students’ needs and often lack professional development opportunities to develop the necessary skills to meet these needs. (August & Shanahan, 2010; Ballantyne, Sanderman, & Levy, 2007; Janzen, 2008, U.S. Department of Education, NCES, 2001). However, STEM teachers’ preparation for ELLs, their participation in ELL specific professional development activities, and the degree of inclusion of ELL students in STEM disciplines is relatively unexplored. The most recent School and Staffing Survey Teacher Questionnaire was used to analyze STEM teachers’ credentialing related to ELLs, their participation in ELL specific professional development activities, and the degree of ELL student participation in STEM classrooms. It was found that very few STEM teachers had ELL credentialing. While more than half indicated having ELLs in their service load, less than 25 percent participated in any ELL specific professional development activities.