Bilingual Students’ and Teachers’ Perspectives on STEM Literacies

• In Event: AERA Roundtable Session Friday 1:45 pm - Gold 2
  In Roundtable Session: Language Pedagogies Across the Content Areas

Abstract

This qualitative interview study constructs our understanding of bilingual students’ and teachers’ beliefs and practices in learning and teaching literacy, mathematics, and science through the target language. Grounded in sociocultural and translanguaging theories, the findings highlight the strategies, challenges, and pedagogical concerns experienced by both groups. The study offers insights into biliteracy development in STEM contexts and provides implications for educators, researchers, and policymakers aiming to support emergent bilinguals’ academic achievement.

Authors

• Yang Wang, University of South Carolina

• Jing Zhang, University of South Carolina

• Shuang Du, University of South Carolina