SEPs (Science and Engineering Practices) and Language Environments in Elementary Science: A National Perspective (Poster 27)

• In Event: Saturday Poster Sessions 7:45 am
  In Poster Session: Curricular and Instructional Policy Poster Session

Abstract

Across the United States, elementary multilingual learners experience different language environments in science classrooms which include different program models, teacher language background, and languages represented in classrooms. The Next Generation Science Standards outline eight science and engineering practices (SEPs) that describe how scientists study the natural world. This study builds upon literature from language and science education to explore how instruction of science and engineering practices for multilingual learners varies by language environment with the U.S using a nationally representative dataset. Using teacher reports, findings show that multilingual learners in multilingual language environments experienced more instructional time on SEPs. This study presents new understandings of how instructional time on SEPs varies for multilingual learners in different language environments.

Authors

• Amber W. Deig, University of Southern Mississippi

• Katharine Taylor Harris, University of Florida

• Chris Curran, University of Florida

• Tiffany S. Tan, Learning Policy Institute

• Lelydeyvis Boza, First Things First

• Mark B. Pacheco, University of Florida