ABSTRACT In this study, we analyzed the perceptions of treatment teachers who participated in a randomized controlled trial study which targeted a science-infused literacy intervention, Let’s Talk Science, for first grade English language learner students. Three aspects, including the effectiveness of the intervention, details of instructional practice, and recommendations of teachers, were investigated. We used the qualitative approach of content analysis. Results suggested that (a) the intervention had a positive result for both treatment students and teachers and (b) four core strengths contributed to the successful effect of the intervention related to science-infused literacy – professional development, time-scripted teaching materials, effective questioning strategies, and visuals and hands-on activities. We advocate that special consideration be given to English language instructors’ ongoing professional development, as well as to the learning environment with a lowered affective filter using effective instructional strategies.

中文翻译：

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教师对英语学习者进行科学扫盲干预的有效性的看法

摘要在本研究中，我们分析了参加随机对照试验研究的治疗教师的看法，该研究针对以科学为基础的读写干预手段“ Let's Talk Science”为英语学习一年级的学生。调查了三个方面，包括干预的有效性，教学实践的细节以及教师的建议。我们使用了内容分析的定性方法。结果表明：（a）干预措施对在校生和教师均产生了积极的效果；（b）四个核心优势促进了与科学素养相关的干预措施的成功效果：专业发展，按时编写的教材，有效提问策略，视觉效果和动手操作。