The Architecture of Science Teaching With Emergent Bilingual Middle School Students in Out-of-School Settings

• In Event: 69.057 - Roundtable Session 32
  In Roundtable Session: 69.057-7 - Language and Literacy in Science Learning Contexts

Abstract

Research was conducted during a two-week student summer academy where science teachers, Latino/a emergent bilingual students, their families, English for Speakers of Other Languages (ESOL) teachers, and university researchers collaborated to create and promote language-rich science investigations in outside-of-school science learning environments. An integration of assemblage theory and an architectural perspective framed an analysis of interactive and material elements of these environments that were negotiated among all participants during the out-of-school programs. Findings suggest a set of recommendations for future and current science teachers who are facing challenges and opportunities posed by demographic, policy, and curriculum changes, including the Next Generation Science Standards, in the schools.

Authors

• Max Vazquez Dominguez, University of North Georgia

• Martha A. Allexsaht-Snider, University of Georgia

• Cory A. Buxton, University of Georgia - Athens

• Amanda M Latimer, University of Georgia - Athens

• Mehtap Kirmaci, University of Georgia - Athens