Preservice Teacher Education: Integrating Translanguaging Theory and Pedagogy Within an Elementary Science Methods Course

• In Event: Science Education With Multilingual Learners: Toward Equity as Transformation

Abstract

Objectives. Multilingual learners (MLs) are excluded from practice-oriented science instruction (NASEM, 2018), in part because of teacher language ideologies (Lemmi et al., 2019) that privilege certain language practices over others (e.g., those of White, Western, upper-middle class individuals; Warren et al., 2020), and teacher preparation programs inadequately preparing preservice teachers (PSTs) to teach science to MLs (Rutt et al., 2021). These issues are further compounded for PSTs who are unfamiliar with current reform approaches (Bybee, 2014) that center student sensemaking (Odden & Russ, 2019) through language-rich science practices. Consequently, there is a need for PSTs to learn about language expansive theories and pedagogies and how taking these up might create more equitable opportunities for MLs’ sensemaking via science practices (Rutt et al., 2021). We address this area of PST learning in a translanguaging-grounded elementary science methods course.

Theoretical framework. We adopt a disciplinary perspective on translanguaging (Pierson & Grapin, 2022) when considering the diverse ways MLs fluidly draw upon language resources when sensemaking via science practices. Specifically, we conceptualize language as the linguistic (e.g., written and spoken named languages) and multimodal (e.g., gesturing, drawing) resources that individuals use to make meaning and communicate ideas, transcending socially constructed boundaries (Otheguy et al., 2015; García & Li, 2014).

Data/methods. Our work explores an elementary science methods course central to a 5-year design-based research project (Cobb et al., 2003) that emphasizes supporting MLs’ sensemaking through language-rich science practices (Grapin et al., 2022). Iterative revisions were made to course assignments and activities for Fall 2023 based on qualitative analyses (Miles et al., 2020) of classroom artifacts from prior years.

Results. We share findings about the revision of a core assignment: the interactive science interview (Russ & Sherin, 2013). This assignment provides PSTs an opportunity to design and conduct an interview with an elementary-aged ML that prompts learners to express their understandings around phenomena using various language resources. Through our redesign work, we have learned to make translanguaging more explicit to help PSTs consider and problematize their language ideologies and how they relate to what PSTs elicit and notice about learners’ ideas (Chan et al., 2021). For instance, while prior assignment versions encouraged PSTs to engage learners in “multiple ways,” we now ask PSTs to develop interviews that prompt MLs to mobilize linguistic and multimodal resources. The assignment reflection now encourages PSTs to consider the impact of supporting (or not) MLs’ sensemaking through translanguaging. We return to this assignment and critical reflection as PSTs learn about and use a lesson preparation tool (Andersen et al., 2022) for enhancing opportunities for MLs to translanguage when engaged with science practices.

Significance. An important goal in our teacher education research is ensuring MLs have learning experiences where they sensemake through science practices (equity as access). At the same time, a driving force behind this goal is that PSTs learn to notice, elicit, and value the diverse ways MLs translanguage when engaged in sensemaking, thus creating spaces that work against the perpetuation of language inequalities (equity as transformation).

Authors

• María González-Howard, University of Texas at Austin

• Sage Andersen, University of Texas at Austin

• Karina Méndez Pérez, University of Texas at Austin

• Carla Robinson, University of Texas at Austin