Equitable Spaces for Bilingual Learners in Dual-Language Science Classrooms

• In Event: 18.058 - MTCC Roundtable Session Four
  In Roundtable Session: 18.058-12 - A Look at Science and Math With Bilingual Learners

Abstract

This qualitative study explores how six K-8 critically conscious dual-language science teachers (CCDLSTs) working with bilingual learners (BLs) create democratic spaces via the four tenets of dual-language education: ideological clarity, pedagogical perspective and clarity, access for all, and equitable spaces (IPAE). Given the era of new standards and the number of BLs with underprepared teachers, this paper will advance an understanding of what CCDLSTs do in classrooms to create equitable, safe and democratic spaces for BLs. Observations, multiple interviews and field notes were utilized to document research-based examples of the instructional processes and practices CCDLSTs use in their dual-language science learning environments.

Author

• Melissa Arabel Navarro, San Diego State University