Using visual literacy to teach science academic language: Experiences from three preservice teachers
Abstract
This original pedagogical study captured three preservice teachers’ experiences using visual literacy strategies as an approach to teaching English language learners (ELLs) science academic language. The following research questions guided this study: (1) What are the experiences of preservice teachers’ use of visual literacy to teach science academic language with ELLs in an elementary classroom? and (2) What are the strengths/limitations of incorporating visual literacy into the classroom with ELLs? Data revealed that preservice teachers recognized the significance and benefits of utilizing visual literacy as a method to teaching science academic language to ELLs. Results also indicated that elementary students employed self-discovery, knowledge, and the contextual use of academic language during three different lessons. Findings from this study suggest that even though there were some limitations to incorporating visual literacy strategies into the science classroom, preservice teachers find the approach helpful to teaching academic language to ELLs. Along similar lines, teachers of this study appeared to be motivated and eager to use the strategy again in the future. Implications for practice and further directions for research are discussed.
Reference
Kelly-Jackson, C. & Delacruz, S. (2014). Using visual literacy to teach science academic language: Experiences from three preservice teachers. Action in Teacher Education, 36(3), 192-210. http://dx.doi.org/10.1080/01626620.2014.917364
Journal
Action in Teacher Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
- instructional congruence framework
- Qualitiative
Geographic Setting
- Southeastern United States
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- field-based methods course
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
3
Duration of Data Collection
Data Sources
- Interviews
- lesson plans
- Questionnaire
Data Analysis Tools
Researcher Positionality
Research Questions
What are the experiences of pre service teachers’ use of visual literacy to teach science academic language with English Language Learners in an elementary classroom?
Is this research question explicit from the manuscript? Yes
What are the strengths/limitations of incorporating visual literacy into the classroom with ELLs?
Is this research question explicit from the manuscript? Unknown