Toward an Ecological View of Scientific Sense-Making: Teacher Moves That Disrupt Deficit Perspectives of Multilingual Learners (MLLs)

• In Event: Science Teaching and Learning: Multilingual Learners in Science

Abstract

Abstract
Multilingual learners (MLLs) are often positioned as lacking the linguistic resources needed to engage in rigorous forms of learning, such as sensemaking discussions in science.  Although research has shown that the epistemic and linguistic resources of students from non-dominant backgrounds can be valuable resources for engagement in scientific practices, the field lacks practical resources for supporting these students.  In this study, we use van Lier’s ecological model to conceptualize how teacher moves can identify and leverage language resources present in the classroom environment.  Through analyzing a corpus of classroom observational data, we identify and illustrate teacher moves that supported the classroom community in positioning MLLs as competent sensemakers.  Implications are drawn for classroom practice and teacher professional learning. 

Authors

• Emily Miller, University of Wisconsin - Madison

• Emily V. Reigh, Stanford University

• Maria Chiara Simani, University of California - Riverside