Despite growing numbers of English Learners (ELs) in United States science classrooms and recent science education reforms calling for language and literacy integrated science instruction, research is just beginning to address how to prepare preservice teachers (PSTs) to teach science to ELs. Using a framework highlighting key structural and task‐related components for preparing PSTs to teach science to ELs, we systematically examined interventions designed to prepare PSTs to teach in linguistically diverse science classrooms for variations in their structures and tasks for learning, and for outcomes. Results indicate that interventions for preparing PSTs to teach science to ELs ranged from parts of science methods courses to integrated programs spanning both science methods courses and field experiences. Most interventions addressed language and literacy integrated instruction, field experiences, skills for language‐integrated science instruction, and identification and use of students' funds of knowledge in the classroom. Integration of language and literacy into science methods instruction, cohesion across program components, instructor modeling of targeted instructional strategies, and opportunities to practice targeted instructional strategies in K‐12 classrooms were found to be common contributing factors to intervention success. However, the studies highlighted difficulties in PSTs' ability to transfer understanding to instruction and integrate students' funds of knowledge into instruction. Further, other parts of the framework, including asking PSTs to examine their beliefs about learners and science learning in linguistically diverse classrooms and development of PSTs' science content knowledge, were under‐studied. Implications for science teacher preparation, science teaching and learning, and future research are discussed.

中文翻译：

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准备职前教师向英语学习者讲授科学的课程：回顾

尽管美国科学教室中的英语学习者（EL）数量不断增加，并且最近进行了科学教育改革，要求将语言和素养纳入综合科学教学中，但研究才刚刚开始着手解决如何准备职前教师（PST）向ELs教授科学的问题。我们使用一个突出显示与结构和任务相关的关键要素的框架来准备PST，以向EL教授科学，我们系统地研究了旨在为在语言多样的科学教室中准备PST进行教学的干预措施，以了解其结构和学习任务的差异以及结果。结果表明，准备PST以向EL教授科学的干预措施从部分科学方法课程到涵盖科学方法课程和现场经验的综合计划不等。大多数干预措施涉及语言和素养综合教学，现场经验，语言综合科学教学技能以及在教室中识别和使用学生的知识资金。人们发现，将语言和读写能力整合到科学方法教学中，跨程序组成部分的凝聚力，目标教学策略的教师建模以及在K-12教室中实践目标教学策略的机会，都是导致干预成功的常见因素。但是，这些研究强调了PST难以将理解转移到教学中以及将学生的知识资金整合到教学中的能力。此外，框架的其他部分，包括要求PST在不同语言的教室中检查他们对学习者和科学学习的信念以及PST科学内容知识的发展。讨论了对理科老师的准备，理科教与学以及未来研究的影响。