New Bilingual Teachers Developing Ideological Clarity to Teach Science and Engineering in K-6

• In Event: AERA Roundtable Session Thursday 4:15 pm
  In Roundtable Session: Language Ideologies and Policy in Practice

Abstract

This study inquires about the experiences and perspectives of novice bilingual teachers (NBTs) who, having recently completed their bilingual teaching credentials, are on the cusp of starting their first teaching jobs. Drawing on Alfaro and Hernández’s (2016) IPAE framework and NASEM’s (2022) equity perspective on science education, we analyzed data gathered from interviews, field notes and teacher artifacts. We sought to understand NBTs science learning experiences, and their critical reflections to develop ideological clarity, in regards to science and engineering in bilingual settings. Emerging findings show that NBTs develop ideological clarity in regards to language and culture based on their lived experiences in the US educational system. However, they “struggle” to conceptualize ideological clarity in regards to bilingual science education.

Authors

• Alberto Esquinca, San Diego State University

• Melissa Arabel Navarro, San Diego State University

• Katya Hernandez, San Diego State University

• Maraliz Fischler-Barraza, San Diego State University