Developing Dual-Language Materials for Science Classrooms: Psychology-Informed Approaches

• In Event: AERA Roundtable Session Sunday 11:45 am - Gold 2
  In Roundtable Session: Educational Psychology and Literacy Development: Examining the role of Affective and Psychological Factors in Language Learning

Abstract

The present study develops dual-language science materials through a teacher-faculty-candidate collaboration to create (a) assessment systems, (b) instructional strategies, and (c) resources for elementary two-way immersion classrooms. The team co-designed play-based vocabulary supports grounded in design research, self-determination theory, and robust vocabulary frameworks by leveraging the expertise of bilingual educators, teacher candidates, and language/science faculty. Focusing on Grade 2 Spanish-English science instruction, pre-assessments revealed vocabulary gaps (especially in Spanish) while teacher interviews identified time constraints and disengagement. The adapted program integrated bilingual scaffolds, games and cooperative learning, increasing student engagement and conceptual discussions. Findings linked intrinsic motivation to science enjoyment. Materials are shared via the project website (Blinded for review) to support educators.

Authors

• Onur Ramazan, Chinese University of Hong Kong

• Yuliya Ardasheva, Washington State University - Tri Cities

• Lindsay K. Lightner, Washington State University

• Shenghai Dai, Washington State University

• Anne Marie Guerrettaz, Washington State University

• Gamze Karaer, Washington State University

• Danica Garcia, Washington State University - Tri-Cities

• Gladys C. Suarez, Washington State University

• Yun-Ju Hsiao, Washington State University - Tri-Cities