Empowering Future Bilingual Teachers through Teaching Science in Spanish in an Undergraduate Service-Learning Program

• In Event: AERA Roundtable Session Thursday 9:45 am
  In Roundtable Session: Raciolinguistics and Intersectionality in Language Education

Abstract

Participating in meaningful service-learning opportunities at the undergraduate level has the potential to counter the challenges that students experience during their trajectories towards becoming bilingual science teachers. Framed through identity and asset-based frameworks, this study captures the experience of 32 undergraduates (78% female; 75% Latinx/Chicanx) participating in a service-learning program where they taught science in Spanish to bilingual elementary students. Through conducting a thematic analysis on focus group interviews with the undergraduates, we found that teaching science in Spanish for the service-learning program empowered the undergraduates as future bilingual science teachers through shifting their perceptions on Spanish, science, and teaching. This study has valuable implications for supporting the preparation and identity development of future bilingual teachers, particularly in science.

Authors

• Perla Ramos Carranza, California Polytechnic State University - San Luis Obispo

• Jasmine M. Nation, California Polytechnic State University - San Luis Obispo

• Alejandra Yep, California Polytechnic State University - San Luis Obispo

• Dayana Limon Limon Santiago, Cal Poly, San Luis Obispo

• Citlali Luna Silva, Cal Poly, San Luis Obispo