Bilingual Teacher Candidates During Science Time: Language Work in the Service of Sensemaking

• In Event: Enacting Culturally and Linguistically Responsive Pedagogy for Multilingual Learners: Investigating Novice Teachers’ Practices

Abstract

Objectives

This paper provides an analysis of how bilingual teacher candidates (BTCs) (Spanish-English) reflect on and leverage bilingual language practices in the service of scientific sense-making with elementary school emergent bilinguals. The paper builds from previous findings involving pre-service teachers in a teacher education intervention study in Northern California (Author, 2017). Previous analysis describes specific challenges and possibilities for promoting a range of culturally and linguistically responsive science teaching approaches by pre-service teachers. The paper reports on new findings that describe the productive language work bilingual teacher candidates leverage during science instruction including language play, the use of figurative language, and translanguaging.

Theoretical Framework

The primary intervention study uses a sociocultural theoretical orientation to examine the use of culture, language, and literacy in bilingual science contexts. The teacher education intervention draws from previous research on science-language integration and models of responsive pedagogy in diverse classroom and teacher education contexts (Author, 2017; Bruna et al., 2007; Flores and Smith, 2011; Lucas et al., 2008; Martínez-Álvarez, Cuevas, & Torres-Guzmán, 2017; Reyes, 2009; Rivera Maulucci, 2010).

Methodology & Data sources
The data sample used in this analysis involved six Latin@ BTCs. While all bilingual teacher candidates were expected to teach science in both languages during their clinical practicum, there were several instances where science lessons could only be completed in English. Focal participants were selected because they taught science in Spanish and English during their clinical practicum. BTCs were observed three times during their 15-week clinical practicum following the completion of the restructured science methods course and each observation was audio-recorded.

Each lesson was first coded using computer assisted qualitative data analysis software (i.e. Dedoose). The coding tool allowed the researchers to systematically identify discourse features associated with particular pedagogical approaches used by each participant. A coding scheme was developed over two rounds of analysis including an initial review of sample transcripts focused on the reform practices and followed by a grounded analysis of codes emerging from the data.

Findings & Scholarly Significance

While BTCs grapple with creating more opportunities for student talk and contextualizing lessons around student generated ideas, the findings show productive relationships between different types of language work in science. The qualitative and discourse-analytic findings indicate that focal classrooms have ample opportunities for collective scientific sense-making supported and enacted through dynamic language practices such as language play, use of figurative language, and translanguaging.
Findings from this study provide guidelines for exploring ambitious science teaching practices with bilingual teacher candidates (Thompson, Windschitl, & Braaten, 2013). Attention to both languages in teaching science remains a challenge nationally despite more evidence that emergent bilinguals fare better in science achievement (NAEP) tests if exposed to additive bilingual programs compared to transitional bilingual programs or English immersion programs (McEneaney et al., 2014). The paper offers ways for reinforcing and adapting productive and disciplinary bilingual language practices in science. Exploring how BTCs leverage a range of bilingual discourse strategies using both languages in science dispel myths about relegating science to one language only.

Author

• Jorge L. Solis, The University of Texas - San Antonio