A Case Study of Novice Teachers Making Sense of Bilingual Science Pedagogy: Connecting Language, Culture, and Science

• In Event: 61.060 - Mathematics and Science in Bilingual Education Contexts

Abstract

This paper examines the potential for promoting language and literacy pedagogy in science while acknowledging and leveraging the cultural capital emergent bilinguals bring into the classroom. The paper offers case study analysis of mediating contexts bilingual teacher candidates experience in their teacher education program. Analysis draws from surveys, interviews, and observations of university science methods course instructors and teacher candidates in their student-teaching placements.

Authors

• Jorge L. Solis, The University of Texas - San Antonio

• Marco A. Bravo, Santa Clara University

• Eduardo Mosqueda, University of California - Santa Cruz