Disrupting Deficit Perspectives of Multilingual Learners: Science Teacher Belief Change Through Experiential Learning

• In Event: Multilingual Students and Equity

Abstract

Although studies have shown that with appropriate support, multilingual learners (MLs) can successfully engage in complex, inquiry-based science learning, pervasive deficit-informed teacher beliefs about MLs continue to interfere with providing such opportunities. In this multiple case study, we examined the ways that three science teachers translated their learning from reform-based science professional development (PD) into practice–and, in repeatedly observing their ML students’ agentic responses, shifted their deficit beliefs about their MLs’ capabilities. In turn, their shift in beliefs reinforced the inquiry-based changes in practice they were implementing. Drawing on critical sociocultural theory, we suggest that the classroom-based experiential learning in which teachers engaged constituted a crucial factor for their changes in beliefs about MLs.

Authors

• Sarah Ansari, San Leandro Unified School District
  Presenting Author

• Kathryn J. Strom, California State University - East Bay
  Presenting Author