Language Ideologies in Science Course Materials

• In Event: Reimagining Disciplinary Learning Through Expansive Approaches Toward Language in STEM

Abstract

Objectives. Language ideologies are systems of beliefs, conceptions, and justifications about how language(s) and language varieties are used in social worlds (Blommaert, 2005; Gee, 2015; Kroskrity, 2004). In this study, I used a language ideologies framework to analyze approaches to language use in science classrooms within course materials from 20 middle and high schools in a rural California county. The purpose of the research was to describe how teachers were communicating expectations about language use in science classes through their course materials, in order to better understand how expansive approaches to language may be found in the teaching practice of some science educators.

Theoretical Framework. Recent research highlights a need to attend to teachers’ approaches to language within science classrooms and the ways in which they may influence teaching practice (Author, 2019). Science classrooms in the United States are sites of rich linguistic diversity, with regard to named languages (e.g. Spanish, English) as well as regional and locally specific varieties of languages. Language expectations and practices in classrooms can be sources of bias and may produce inequitable outcomes for students from marginalized communities (Flores & Rosa, 2015). Conversely, inclusive or expansive approaches to language may provide opportunities for students to build on linguistic resources in a variety of ways to support science learning and language development.

Data Sources & Methods. Data were gathered from school websites and analyzed using a qualitative coding method to identify themes within teachers’ approaches to language use in science class (See Table 1 below).

Results. I found four categories of expectations with regard to language: (1) writing expectations, (2) learning about words, (3) talk expectations, and (4) language background expectations. The communicated expectations around writing and learning about words were ideologically neutral, though they did not communicate a particularly inclusive approach to language use. The expectations about classroom behaviors and course prerequisites were more exclusive in their approach to language use in the science classroom. I identified one communicated expectation as “inclusive”: the invitation by one science teacher for students to talk about galaxies with him. The teacher posed this invitation within the context of his self introduction, stating his interest in Star Wars. By inviting students to discuss this interest, the teacher supported students’ linguistic expression in potentially informal or nontraditional ways as well as invited students’ perspectives on science content.

Significance. The ways in which teachers frame their expectations about language use in the science classroom has the potential to impact students' science learning opportunities, language development, sense of belonging, and motivation to discuss science ideas. Most materials in this study demonstrated restrictive or neutral approaches towards students’ use of language for writing and speaking in science classes. One example was found that showed a more inclusive or expansive approach towards language expectations among the curriculum materials studied (See Table 2 below for limitations). These results suggest that teachers and teacher educators can do more to communicate expansive approaches towards communication in science classes via expectations conveyed in curriculum materials.

Author

• Catherine Lemmi, California State University - Chico