Responsive Instruction for Multilingual Learners: Participation in Science and Engineering Practices

• In Event: Culturally and Linguistically Sustaining STEM Education for Multilingual Learners

Abstract

This work presents findings from a study of culturally and linguistically responsive teaching (CLRT) with multilingual learners in secondary biology. Specifically, it explored how CLRT shaped student participation in the Next Generation Science Standards’ science and engineering practices (SEPs). Teachers received CLRT training, and observational data was collected within two secondary biology classrooms through video/audio recordings as part of a larger federally-funded project. Findings suggest elements of CLRT promoted student participation in SEPs, mainly Practices 1, 2, 3, 4 and 8. However, participation differed across SEPs and did not always represent rigorous instruction. Though CLRT has known benefits for multilingual learners in science classrooms, this work provides new insights on the potentials for student participation in SEPs.

Authors

• Amber W. Deig, University of Southern Mississippi

• Hada Herring, University of Florida

• Julie Brown, University of Florida

• Mark B. Pacheco, University of Florida