An Ethnographic Study of STEM Design Learning in Dual-Language Classrooms

• In Event: 79.050 - MTCC Roundtable Session 36
  In Roundtable Session: 79.050-1 - Pedagogical Practices for Bilingual Youth

Abstract

In this paper we analyze the implementation of inquiry-based, engineering design kits in Dual Language (DL) classrooms. We argue that, though challenging, such pairing offers rich opportunities for STEM learning. This is an ongoing ethnographic study set at “Ramos,” set in a semi-rural district fifteen minutes from the US-Mexico border. Three teachers, four classes and 35 students participated. We collected fieldnotes, artifacts and recordings to understand the language and literacy practices of engineering design. Focusing on one particular literacy practice, “Discussions to Understand the Problem,” we compare how the practice was implemented during two consecutive years to show inquiry-based instruction in DLE offers opportunities for meaningful content learning. Rich, meaningful discussions about the problem emerged when DL was well implemented.

Authors

• Alberto Esquinca, San Diego State University

• Maria Teresa de la Piedra, The University of Texas - El Paso

• Lidia Herrera-Rocha, The University of Texas - El Paso