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The Scientific Biliteracy of Preservice and Novice Bilingual Latinx Teachers: The Shaping of Pedagogical Stances
Tue, April 17, 10:35am to 12:05pm, Sheraton New York Times Square, Floor: Third Floor, Riverside BallroomAbstract
The main objective of this paper is to report on a case study of preservice and novice bilingual teachers focused on improving scientific biliteracy for elementary school emergent bilinguals. Scientific biliteracy refers to the dynamic development of language and literacy functions in two languages in the service of scientific practices. Previous research reminds us of the potential for sociocultural coherence through bilingual practices in science (Author, 2005; Bruna, Vann, & Escudero, 2007; Esquinca, Araujo, & de la Piedra, 2014; Evans & Avila, 2016). Moreover, there is growing relevance for the examination of scientific sense-making in both languages as supporting intertextual resources in the classroom. However, even within dual language programs where the native language is used more for instruction, most emergent bilinguals are exposed to science primarily in English. In addition, in this analysis, I describe how bilingual teachers’ science learning and bilingual language experiences (as native Spanish speakers, native English speakers or heritage Spanish speakers) relate to their identity as bilingual Latinx teachers ( He, 2014; Rivera Maulucci, 2011). The case study uses a qualitative and discourse-analytic approach to examine five preservice and novice bilingual teachers collaborate and reflect with peers and mentors in shaping their own pedagogical stances on biliteracy development. The case study extends previous research on preparing novice teachers to use humanizing pedagogical practices with emergent bilinguals. This analysis of scientific biliteracy practices and teacher narratives demonstrates how novice and preservice bilingual Latinx teachers draw from varied sociocultural sources in teaching science.