Enhancing Bilingual/ESL Teachers’ STEM Instruction with Targeted Content and Disciplinary Literacy Professional Development: A Study on Knowledge and Practice Outcomes

Abstract

Background: The increasing presence of English learners (ELs) in U.S. schools underscores the need for effective instructional strategies tailored to their diverse needs, especially in STEM subjects. Previous research primarily focused on self-reported teacher knowledge and specific curricular programs, often neglecting the integration of content and language knowledge. The study aimed to evaluate the impact of a professional development (PD) program aligned with a previously reported teacher training knowledge framework aimed at improving bilingual/ESL teachers’ subject matter knowledge (SMK), pedagogical knowledge (PK), and disciplinary literacy knowledge (DLK). Methods: This study employed a quasi-experimental design involving 30 teachers in three cohorts, each experiencing different levels of subject matter and disciplinary literacy knowledge. The program was assessed over four time points using multiple-choice tests on math and science knowledge and an instructional strategy rubric to evaluate teaching quality. Results: Significant improvements were observed in both content knowledge and instructional quality across all cohorts, with the greatest gains in cohorts that started the PD with a focus on SMK. Teachers’ understanding of disciplinary literacy and its integration with subject matter knowledge significantly enhanced their teaching effectiveness. Conclusions: The findings suggest that structured PD programs that integrate disciplinary literacy with content knowledge effectively enhance teacher professional knowledge and classroom practices. Starting PD with a strong focus on content knowledge prepares teachers to better apply disciplinary literacy strategies, thereby supporting more effective instruction for ELs. Implications: This study highlights the importance of considering the sequence of professional learning and the integration of content and disciplinary literacy strategies in PD programs. Future PD efforts should focus on these elements to maximize the impact on teacher development and student outcomes in bilingual/ESL settings.