Diverse Learners: Identifying Learning Strategies for English Learners (ELs) in Secondary Science Education
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Authors
Nguyen, Cong Minh
Issue Date
2026
Type
Dissertation
Language
en
Keywords
English learners (ELs) , Secondary science education , Academic language in science , Language demands of science instruction , Science instruction for English learners , English learners in secondary science , Academic language in science education , Language demands in STEM instruction , Scaffolding strategies for English learners , Language-responsive science teaching , Leadership support for English learners in STEM
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Abstract
English Learners (ELs) in secondary science classrooms face persistent academic barriers driven primarily by the language demands of science instruction rather than by cognitive ability. These barriers continue to limit access to rigorous science learning, advanced coursework, and STEM pathways, particularly in California where EL enrollment remains high. This qualitative case study examined the challenges ELs encounter in secondary science classrooms, the instructional practices teachers use to address those challenges, and the ways school leadership supports or constrains this work. The study was conducted in urban public high schools in Southern California serving substantial EL populations. The study population consisted of secondary science teachers, and purposive sampling resulted in a sample of 12 credentialed teachers across six high schools representing biology, chemistry, physics, and integrated science disciplines. All participants had a minimum of two years of experience teaching ELs. Semi-structured interviews served as the sole data collection instrument and were audio-recorded and transcribed verbatim. Data analysis followed a systematic five-stage process that included data familiarization, open coding, thematic development, thematic refinement, and interpretive synthesis. Cross-case comparison and member checking were used to strengthen credibility. Analysis revealed three intersecting themes. First, teachers consistently identified academic language and literacy demands as the primary barrier limiting EL access to scientific content and assessment, outweighing conceptual understanding as a source of difficulty. Second, teachers reported using instructional practices such as visual scaffolds, laboratory-based learning, scaffolded materials, selective technology use, and multimodal assessments to reduce linguistic barriers while maintaining scientific rigor. Third, leadership support was described as inconsistent and shaped by structural and policy constraints, including pacing requirements and curricular mandates that limited instructional flexibility. Findings support the need for sustained professional development focused on language-responsive science instruction, formalized collaboration between science and English language development programs, and leadership policies that allow instructional flexibility based on student language needs. Future research should examine EL student perspectives, investigate longitudinal outcomes of integrated language and science instruction, and explore how leadership structures influence EL access to and participation in STEM pathways over time.
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Attribution-NonCommercial-NoDerivs 3.0 United States
openAccess
openAccess