"We Got Everything": English Learners' School Science Experiences at an Urban Inclusive STEM-Focused High School

• In Event: Identity, Language, and Knowledge in Science Learning

Abstract

This qualitative case study examined the biology experiences of English Learners (ELs) from various racial, ethnic, and linguistic backgrounds in an urban, inclusive STEM-focused high school (ISHS). Data included student interviews, field notes, and video recordings from classroom observations. Findings revealed that ELs’ school science experiences were related to the teacher’s critical role in fostering a safe classroom climate that encouraged ELs to share ideas, engage in hands-on activities, and question their understanding. This environment was foundational for ELs who experienced challenges navigating content and language learning simultaneously. In addition to the critical role of teachers in cultivating open learning spaces, this study has implications for examining tensions of students’ past science experiences and their impact on students’ current experiences.

Authors

• Jennifer Tripp, University at Buffalo - SUNY

• Noemi Waight, University at Buffalo - SUNY