- Browse
Search
On-Site Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
- Information Menu
Search Tips
- Navigation and Settings Menu
Change Preferences / Time Zone
Sign In
- Social Media Menu
Facebook
X (Twitter)
Science Education With Multilingual Learners: Toward Equity as Transformation
Sat, April 13, 7:45 to 9:15am, Pennsylvania Convention Center, Floor: Level 100, Room 115ASession Type: Symposium
Abstract
Research in science education with multilingual learners (MLs) is situated within a dialogue about providing equitable education to minoritized students, who have been marginalized at the intersection of multiple identity markers (e.g., language, race). Whereas some conceptions of equity focus on providing access to the knowledge, practices, and language valued in schools, others focus on transforming knowledge, practices, and language to center minoritized students and their communities. In this session, we illustrate how the shift from equity as access toward equity as transformation provides a lens for understanding research in science education with MLs. Then, we synthesize emerging research by our team of early-career scholars toward charting a research agenda that can continue the push toward equity as transformation.
Sub Unit
Chair
Papers
Informal Science Learning With Multilingual Learners - Minjung Ryu, University of Illinois at Chicago; Shannon M. Daniel, Vanderbilt University
Multimodal, Dynamic Science Assessment With Multilingual Learners - Scott Grapin, University of Miami
Listening to Multilingual Students’ Voices in Translanguaging Formative Assessment Co-Design - Caitlin G. Fine, Metropolitan State University of Denver; Melissa Braaten, University of Colorado - Boulder
Preservice Teacher Education: Integrating Translanguaging Theory and Pedagogy Within an Elementary Science Methods Course - María González-Howard, University of Texas at Austin; Sage Andersen, University of Texas at Austin; Karina Méndez Pérez, University of Texas at Austin; Carla Robinson, University of Texas at Austin
In-Service Computer Science Teachers' and Researchers' Notions of Equity in a Professional Learning Community - Lauren Vogelstein, Teachers College, Columbia University; Sara Vogel, City University of New York; Jasmine Y. Ma, New York University; Christopher Hoadley, University at Buffalo - SUNY; Laura Ascenzi-Moreno, Brooklyn College - CUNY; Wendy Barrales, New York University