Examining the Affordances of Engineering and Curricular Supports for Learning Among Bilingual Elementary School Students

• In Event: Sunday Roundtable Session 3:05 pm
  In Roundtable Session: Language, Ideology, and Power in STEM Education (Table 9)

Abstract

The study’s objective was to examine the affordances of engaging bilingual elementary school students for learning epistemic practices of engineering. We were particularly interested in the affordances of engineering as a discipline (such as materiality, teamwork, uses of multimodalities for communication) and how curricular supports (such as groupwork, asset-based pedagogies, allowing for multiple solutions) developed while learning disciplinary knowledge and language concurrently.

Authors

• Kathryn M. Bateman, Pennsylvania State University - Harrisburg

• Gregory J. Kelly, University of Massachusetts - Amherst

• Peter R. Licona, Elizabethtown College

• Christine M. Cunningham, Museum of Science - Boston