Science for All Means Using Both Languages: Bilingual Preservice Teachers Engaging in Scientific Discourse Practices

• In Event: 56.045 - Mathematics and Science Classrooms for Bilingual Learners

Abstract

This paper focuses on the engagement of scientific discourse in Spanish-language science lessons by bilingual K-5th grade pre-service teachers. The study draws from an analysis of science instruction in bilingual credential pre-service teachers. The data analyzed here draws from a broader longitudinal study testing the impact of a new science teacher education model. The paper describes the possibilities for biliteracy development in content areas by focusing on Spanish-language science instruction in dual language classrooms. The analysis of this paper focuses on understanding how bilingual teacher candidates managed and engaged in scientific discourse practices in Spanish-language science lessons. Results from this study support the claim that scientific sense-making and language development are inextricably related to classroom engagements of scientific discourse practices.

Authors

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

• Karmin San Martin, The University of Texas - San Antonio

• Erika Ortega, The University of Texas - San Antonio