Engineering Integration in Science Classrooms: Effects of Disciplinary Language Scaffolds on English Learners' Learning and Engineering Identity

• In Event: Science Teaching and Learning: Multilingual Learners in Science

Abstract

There is limited research examining the effects of integrated science and engineering (SE) instruction emphasizing disciplinary literacy and language activities on engineering identity and content understanding of English learners (ELs). We tested the impact of SE instruction on the development of science, engineering, and technology knowledge as well as engineering identity. The curricular design integrated language scaffolds and cultural adaptations designed to address ELs’ content learning needs. Integrated SE instruction significantly increased ELs’ science, engineering, and technology content knowledge and significantly developed engineering identity. ELs’ engineering identity was linked to an increase in science, engineering, and technology content knowledge. However, the association of girls’ identity development to other variables was less consistent than that of boys. Implications will be discussed.

Authors

• Zenaida Aguirre-Munoz, University of California, Merced

• Magdalena Pando, New Mexico State University

• Michelle Pantoya, Texas Tech University

• Elias Loria, University of Houston