Chapter 3: Language and Meaning in Mathematics and Science Teacher Training: Helping Teachers Use Language to Help ELs Think and Construct in Disciplined Ways

The extent to which this wave of standards-based reform will achieve its intended purposes rests on the degree to which the shift in curricular goals lead to actual learning opportunities for all student groups and in particular English Learners (ELs). This chapter addresses the language learning challenges science and mathematics teachers may encounter in their attempts to meaningfully engage ELs in the center of learning activity in mathematics and science classrooms. At issue is the need to move away from old paradigms for teacher training which treat ELs language and content learning needs separately. Recommendations for how to develop teacher training that simultaneously addresses language and content needs are presented with specific activities that illustrate the integration of content and language scaffolds.