Urban Elementary Teachers' Perspectives on Teaching Science to English Language Learners

This descriptive study examined urban elementary school teachers' perceptions of their science content knowledge, science teaching practices, and support for language development of English language learners. It also examined teachers' perceptions of organizational supports and barriers associated with teaching science to diverse students. This study contributes to the existing literature by examining how urban elementary teachers perceive challenges at both the school and classroom levels in teaching science and English language development to non-mainstream students, especially ELL students.