"Ciencias bilingües": How Dual Language Teachers Cultivate Equity in Dual Language Classrooms

Autor/in	Navarro Martell, Melissa A.
Titel	"Ciencias bilingües": How Dual Language Teachers Cultivate Equity in Dual Language Classrooms
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 6, S.2142-2158 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Navarro Martell, Melissa A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1870925
Schlagwörter	Bilingual Education; Common Core State Standards; Phenomenology; Science Instruction; Teaching Methods; English (Second Language); Spanish; Second Language Learning; Kindergarten; Elementary School Students; Middle School Students; Bilingualism; Equal Education; Science Teachers; Bilingual Teachers; Teacher Attitudes; Critical Theory; Public Schools; California + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Common core curriculum; Curriculum; Kerncurriculum; Phenomenological psychology; Phänomenologie; Psychologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Zweitsprachenerwerb; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Bilingualismus; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Kritische Theorie; Public school; Öffentliche Schule; Kalifornien
Abstract	The purpose of this study is to document how K-8 critically conscious, dual language, science teachers (CCDLSTs) working with bilingual learners (BLs) practice their critical consciousness via the four tenets of dual language education: ideological clarity, pedagogical perspective and clarity, access for all, and equitable spaces (IPAE). This paper is informed by the fourth tenet and research question: How do CCDLSTs create equitable spaces in science learning environments? Previous research offers limited information on how dual language, science teachers practice their critical consciousness. Given the era of Common Core State Standards and the number of BLs left with underprepared teachers, this study advances an understanding of what CCDLSTs are doing in classrooms to draw upon the assets of BLs while implementing the Next Generation Science Standards (NGSS). A phenomenological qualitative design was used to gather interview and observational data of how six CCDLSTs working in Southern California public schools employed a critically conscious pedagogy in a Spanish/English dual language setting while creating access to science content with equity at the core. Findings include research-based examples of the instructional processes CCDLSTs used in their classrooms to create equity while teaching science in dual language classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01