Toward an Observation Protocol for Culturally and Linguistically Responsive Biology Instruction for Emergent Bilingual Students

• In Event: Promoting Equity and Engagement in Secondary Classrooms

Abstract

This study examines the creation of an observation protocol for responsive instruction for emergent bilingual students (EBs) in secondary biology classrooms. Using Bostic, Matney and Sondergeld’s (2019) protocol validation process, the authors identified five instructional elements—affirming identity, attention to language, funds of knowledge, collaboration, and multiple modalities—that support EBs engagement in science and engineering practices. Our study of this validation process included analyses of video-recorded instructional observations and interviews with teachers, experts panels, and students. Findings show the importance of 1) explicitly enumerating instructional goals, 2) focusing on teacher performance, and (3) drawing clear connections to content. This study shows not only what is possible for robust science instruction for EBs, but what is practical for teachers.

Authors

• Mark B. Pacheco, University of Florida

• Michelle Joyce, University of Florida

• Julie Brown, University of Florida