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Article
Myths about English language learning: Implications for science instruction in light of the Next Generation Science Standards.
The Science Teacher (2015)
  • William Medina-Jerez, Univerisity of Texas at El Paso
  • Todd Campbell, University of Connecticut
Abstract
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).
Disciplines
Publication Date
Spring April 1, 2015
Citation Information
Medina-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.