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31.031 - Multimodal STEM Learning With Emerging Bilingual Students
Sat, April 6, 12:20 to 1:50pm, Sheraton Centre Toronto Hotel, Floor: Lower Concourse, Sheraton Hall ESession Type: Structured Poster Session
Abstract
Broadening participation in STEM education is becoming ever more critical as traditionally underrepresented groups, such as emerging bilinguals (EBs) are now the majority across the nation (National Center for Education Statistics, 2016). In this session, we consider multimodal supports for EBs in STEM classrooms. We build on prior studies of EBs’ STEM learning, which have emphasized the importance students accessing their full linguistic repertoires for sensemaking (e.g. Espinosa & Herrera, 2016; Moschkovich, 2015). Thus, this structured poster session contributes a more complete and nuanced picture of EBs’ resources for STEM learning and learning environments that support the use of these resources.
Sub Unit
Chair
Papers
1. Computational Models as Multimodal Participants With Emerging Bilingual Students - Ashlyn Pierson, Vanderbilt University; Corey Brady, Vanderbilt University; Doug Clark, University of Calgary
2. "Cómo tú le pones pa'tras?" Computer Science Learning and Translanguaging in a Spanish-Medium Science Classroom - Sara Vogel, Graduate Center, City University of New York; Christopher Hoadley, New York University; Laura Ascenzi-Moreno, Brooklyn College - CUNY; Kate Menken, Queens College and Graduate Center, City University of New York
3. Engaging Emerging Bilinguals in Language and Scientific Practices Through Disciplinarily Integrated Games From Cooperative Action Lens - Doug Clark, University of Calgary; Ashlyn Pierson, Vanderbilt University
4. A Case Study of One Teacher's Knowledge and Beliefs About Computational Modeling With English Learners - Alison Marie Haas, New York University; Scott Grapin, University of Miami; Marcelle Goggins, University of Washington; Lorena Llosa, New York University; Okhee Lee, New York University
5. Fostering Equitable Sense-Making With Emerging Bilinguals - Emily Adah Miller, University of Georgia; Leema G. Berland, University of Wisconsin - Madison
6. Divergences Across Modalities in Diagrammatic Science Models With English Learners - Scott Grapin, University of Miami; Lorena Llosa, New York University
7. Translanguaging in the Service of Co-Constructing Explanations: Elementary-Aged Emerging Bilingual Students Problematizing Electrical Phenomena - Enrique (Henry) Suarez, University of Washington - Seattle
8. Burmese Youths' Enactment of Critical STEM Literacy Practices in an After-School Program - Minjung Ryu, University of Illinois at Chicago; Shannon Mary Daniel, Vanderbilt University; Mavreen Rose Sta Ana Tuvilla, Purdue University; Casey E. Wright, Purdue University
9. The Functions of Laughter in an After-School STEM Program for Multilingual Learners - Casey E. Wright, Purdue University; Minjung Ryu, University of Illinois at Chicago