Creating Equitable Spaces in Science Classrooms for Bilingual Scientists

• In Event: AERA Poster Session 8
  In Poster Session: Science Teaching and Learning: Equity and Social Justice in Science Education

Abstract

This phenomenological study examines how six critically conscious dual-immersion science teachers (CCDLSTs) serving bilingual scientists (BSs) from vulnerable backgrounds design equitable, safe, and democratic classrooms. In the era of the Next Generation Science Standards and during a time when BSs from vulnerable populations are left with underprepared teachers, this study advances the understanding of what CCDLSTs are doing in the classroom to draw on the assets of BSs. Field notes, multiple interviews and observations were used to record research-based practices in creating equitable dual-language science classrooms.

Author

• Melissa Arabel Navarro, San Diego State University