Teaching STEM Subjects Using Student-Centered Authentic Inquiry to English Language Learners—What Barriers Do Teachers Face?

English language learners (ELLs) often need help in STEM-related subjects due to their lack of language proficiency. This paper examines educators’ barriers in teaching STEM subjects to ELLs using student-centered authentic inquiry. Research indicates that authentic inquiry is an effective instructional approach for providing meaningful learning experiences to ELLs in STEM-related subjects. However, various challenges remain for teachers attempting to incorporate this approach into their instruction. These challenges include limited resources and materials, collaboration, and teacher training. Additionally, teacher motivation and engagement are crucial for successfully implementing student-centered authentic inquiry. To meet the needs of ELLs in STEM-related subjects, teachers must be provided with ample resources, support, and training. Furthermore, teachers must be highly motivated and engaged in the process of integrating authentic inquiry into their instruction. By addressing these challenges, teachers will be better prepared to meet the needs of ELLs and ensure meaningful learning experiences in STEM-related subjects.