Bridging Language Gaps: Middle School Science Teachers’ Practices with Diverse Emergent Bilinguals During Science Instruction.

• In Event: Culturally & Linguistically Responsive Science Teaching

Abstract

This study explores how middle school science teachers support all linguistically diverse EB students in classrooms with various home languages. Guided by the Contextualized Science Learning model, this qualitative study draws primarily on interviews from five experienced science teachers in diverse southwestern U.S. school districts. Findings highlight the use of multimodal and contextualized strategies as effective support for science learning among linguistically diverse EB students, alongside challenges such as limited home-language literacy, time constraints, and insufficient institutional support. Teachers’ language histories influenced their empathy, instructional decisions, and ability to connect with the students. The study offers valuable insights into responsive, equitable science instruction in multilingual classrooms and informs future practice, professional development, and policy.

Authors

• Samuel Katende, University of Houston

• Sissy S. Wong, University of Houston

• Maria Alexandra Walsh, University of Houston

• Jie Zhang, University of Houston

• Hien Thi Tran, University of Houston

• Raju Ahmmed, University of Houston

• Laveria Hutchison, University of Houston

• Elisa M. Holcomb, University of Houston

• Donna Stokes, University of Houston