Co-Design to Desettle Language Use in a Professional Learning Community of Science Teachers

• In Event: Friday Roundtable Session 4:55 pm
  In Roundtable Session: Race, Equity, and Language in Science Teaching and Learning (Table 16)

Abstract

Teachers can change curricular materials in order to create equitable opportunities that position students’ multiple ways of knowing as authentic science practices. However, teachers need support in problematizing standardized linguistic practices (e.g., academic English language) in school, which positions emergent multilingual learners (EMLs) as deficient language users. This qualitative case study investigates how co-design work within a professional learning community supported teachers in creating equitable sensemaking opportunities for EMLs. We used thematic analysis of interviews and video data to discuss teachers’ design and reflective work around supporting EMLs’ equitable sensemaking. The teachers strategically used visuals to support sensemaking, while promoting inclusive language practices. This underscores the significance of collaborative teacher efforts in creating equitable science education for diverse learners.

Authors

• Samuel Lee, California State University - Long Beach

• Austin Moore, Boston College

• Maria A. Moreno Vera, Boston College

• Katherine L. McNeill, Boston College