Documenting Two Dual Language Maestras' Pedagogical Approaches to Teaching Science: Growing Globally Conscious Citizens

• In Event: Equity in Middle School Science

Abstract

This qualitative study documents how one fourth and one seventh-grade teacher engage in learning with their bilingual learners as they collectively develop as globally conscious citizens; accepting responsibility for human impact on the planet. Given the era of the Next Generation Science Standards and the dimension of Scientific and Engineering Practices, the conditions of the planet, and the benefits of bilingualism, this paper will advance an understanding of what two critically conscious dual-language science teachers (CCDLSTs) do in multilingual classrooms as they investigate the impact of burning fossil fuels and find solutions. Observations, multiple interviews, and field notes were utilized to document research-based examples of the instructional processes and practices CCDLSTs use in their dual-language science learning environments.

Authors

• Melissa Arabel Navarro, San Diego State University

• Jennifer Yanga-Peña

• Gisel Barrett