An Examination of How Science Teachers Negotiate Curriculum Changes for Linguistically Superdiverse Classrooms

• In Event: Serving Multilingual Students in the STEM Content Areas

Abstract

Our study, situated in a larger professional development research project, analyzes curriculum modification ideas generated by high school science teachers participating in a workshop on supporting Emergent Multilingual Learners’ (EMLs) science learning in superdiverse classrooms. We identified four main categories of ideas expressed by the teachers: (1) Good teaching practices not specific to EMLs; (2) Supporting EMLs’ access to science; (3) Using culture and identity as learning resources; (4) Utilizing diverse linguistic resources. While the teachers were able to propose a variety of ideas to support EMLs in learning science, fewer ideas were discussed regarding utilizing diverse linguistic and cultural resources. We discuss the implications for future professional development program in the linguistically superdiverse contexts.

Authors

• Roshni Bano, University of Illinois at Chicago
  Presenting Author

• Aleksandra Adach, University of Illinois at Chicago
  Presenting Author

• Minjung Ryu, University of Illinois at Chicago
  Presenting Author