Learning to Engage Multilingual Learners in Cognitively Demanding Tasks: Comparing Preservice Mathematics and Science Teachers

• In Event: Sunday Roundtable Session 3:05 pm
  In Roundtable Session: STEM and Preservice Teaching (Table 33)

Abstract

This study investigated how preservice secondary mathematics and science teachers (PSTs) discussed equitable teaching practices to engage a growing population of multilingual learners in cognitively demanding tasks. To do so, we qualitatively analyzed PSTs’ interviews and written assignments, such as planning handouts and reflection forms, to understand how they discussed the core practice of cognitively demanding tasks in relation to four instructional language routines taught in an integrated methods course. We found that both mathematics and science PSTs saw language routines as helpful in enacting cognitively demanding tasks and attending to multilingual learners. This research provides teacher educators with insights into equitable teaching practices that PSTs can use to effectively and equitably teach multilingual learners in mathematics and science classrooms.

Authors

• Kaylee Allison Laub, University of California - Santa Barbara

• Royce Olarte, University of California - Santa Barbara

• Sarah Ann Roberts, University of California - Santa Barbara

• Julie Bianchini, University of California - Santa Barbara