Myths about English language learning: Implications for science instruction in light of the Next Generation Science Standards.The Science Teacher (2015)
As the ethnic and racial diversity in U.S. classrooms continues to grow, myths about the education of English Language Learners (ELLs) persist, while many teachers feel ill-prepared to meet these students’ academic
needs (Laborin Gomez and Jimenez Silva 2010). This article focuses on myths shared by in-service science
teachers enrolled in a master’s program at the University of Texas at El Paso on the Mexican border. We asked
these teachers to describe at least one myth about second language acquisition they had encountered. This article discusses their responses and offers strategies teachers can use to address these myths based on our previous work with ELLs and the Project Citizen curriculum (Center for Civic Education 2014).
Publication DateSpring April 1, 2015
Citation InformationMedina-Jerez, W., & Campbell, T. (2015). Myths about English language learning: Implications for science instruction in light of the Next Generation Science Standards. The Science Teacher, 82(4): 53-59.