Science Opportunities Across Contexts in Majority Dual-Language Learning Head Start Classrooms

• In Event: Equitable Science Education for Elementary Schools

Abstract

Despite the growing interest in early science education, there is much left to be explored, particularly in majority Dual Language Learning (DLL) classrooms. The current study 1) examined science opportunities across classroom contexts in majority DLL Head Start classrooms, 2) examined the languages (i.e., English and Spanish) teachers used to engage children in science, 3) and how teachers’ discussion of science related to children’s academic outcomes. Teachers discussed more Practices during Science lessons than other areas of the classroom but there were no differences in their use of Core Ideas across contexts. Overall, teachers used more Spanish to discuss science. Finally, results indicate that teaching science supports children’s academic outcomes across multiple learning domains.

Authors

• Brooke Rumper, Yale University

• Elizabeth Frechette, The University of Oklahoma

• Elica Bahar Sharifnia, University of Miami

• Daryl B. Greenfield, University of Miami

• Kathy Hirsh-Pasek, Temple University

• Roberta Michnick Golinkoff, University of Delaware