“When I am doing lab activities, I feel like a real scientist:” Multimodal Instruction to Affirm Multilingual Students’ Science Identities

• In Event: Roundtable Session V
  In Roundtable Session: Exploring Disciplinary Literacy Practices with Multilingual Students

Abstract

This study explores how multimodal instruction in secondary science classrooms can affirm multilingual students' science identities. Using phenomenography, researchers analyzed interviews with 48 multilingual students to identify seven identity-affirming teacher actions. The findings highlight the potential of multimodal instruction beyond using scientific tools, including recognizing student accomplishments and connecting to students' lives. This research contributes to understanding how literacy practices can empower multilingual learners in science education and support their science identities.

Authors

• Amber Williams Deig, University of Southern Mississippi

• Molly McGovern Staggs, University of Florida