Preservice Teachers Working With Emergent Bilingual Students: Disrupting/Deterritorializing Monolingualism in Science Education

• In Event: Foucault and Contemporary Theories: Virtual Session

Abstract

Georgia, like many states throughout the Western and Southern regions of the United States, has seen an increase in immigrants, in particular from Latin American countries since the 1990s (NASEM, 2015). This demographic change has boosted the linguistic diversity in society and school settings (NCES, 2016). In this scenario, preservice teachers, in-service teachers, and teacher educators have struggled to serve emergent bilingual students in many content areas including STEM, as teachers and preservice teachers are predominantly monolingual (Williams & Ewing, 2019). We use assemblage theory, culturally sustaining and translanguaging pedagogies to explore how preservice teachers plan and implement science activities with emergent bilingual students in 4th-8th grades during a 15-day summer program with the guidance of teacher educators.

Authors

• Max Vazquez Dominguez, University of North Georgia
  Presenting Author

• Lorraine Ramirez Villarin, University of North Georgia
  Presenting Author

• Romola Bernard, University of North Georgia
  Presenting Author

• Winnifred Namatovu, University of North Georgia
  Presenting Author