Supporting STEM Educators in Developing Contemporary Language Practices to Foster Students’ Science Communication

• In Event: Centering Equity in STEM Education

Abstract

STEM educators require support to make shifts toward contemporary language practices that build on students’ linguistic resources for language development and science communication. This research-practice partnership engages educators, students, and communities as collaborators in professional learning by promoting practices and tools that support language development for science communication. This qualitative collective case study focuses on six educators with sustained participation in the project for three years by examining focus group interviews, educator logs, and self-reflection histograms. Initial findings demonstrate that educators find value and clarity in improving students’ science communication through multimodality, begin making deeper connections to students' lives through language, and are more likely to engage with and enact contemporary language practices when their multiplicities of enactment are supported.

Authors

• Felisha Dake, Colorado State University- Pueblo

• Cory A. Buxton, Oregon State University