Enhancing Multilingual Participation in Science Practices Through Language Scaffolding

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 4
  In Roundtable Session: Fostering Inclusivity and Awareness: Enhancing Multilingualism and Culturally Sustaining Practices in K-12 Education (Table 10)

Abstract

Our study examines the scaffolding strategies employed by secondary biology teachers to support multilingual learners (MLs) in engaging with Science and Engineering Practices (SEPs). Rooted in sociocultural theory, we focus on the integration of academic language in disciplinary practices. Data revealed diverse scaffolding at word, sentence, and discourse levels. Effective strategies often integrated language and content learning, aiding students’ scientific and linguistic development. However, an overemphasis on language sometimes deterred active SEP participation. These findings underscore the necessity of striking a balance between linguistic pedagogy and active scientific exploration, offering critical guidance for educators in linguistically varied and content-intensive environments.

Authors

• Han Zheng, University of Florida

• Mark B. Pacheco, University of Florida

• Julie Brown, University of Florida