Examining the Affordances of Engineering and Curricular Supports for Learning Among Emerging Bilingual Elementary Afterschool Students
Bibliographic Data
| ID | 21392893 |
|---|---|
| Authors | Kathryn M Bateman (0000-0002-2517-2816, Museum of Science, Boston Pennsylvania State University Harrisburg Pennsylvania USA, corresponding author), G J Kelly (0000-0002-5027-593X, University of Massachusetts Amherst Amherst Massachusetts USA), Peter R Licona (0000-0003-3729-3583, Elizabethtown College Elizabethtown Pennsylvania USA), Christine M Cunningham (0000-0003-1922-7101, Museum of Science Boston Massachusetts USA) |
| Year | 2026 |
| Volume | 110 |
| Issue | 2 |
| Pages | 357-378 |
| Publication date | 2026-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.70007 |
| OpenAlex | W4413057903 |
| Language | EN |
| References cited | 58 |
Engineering design provides students with unique opportunities to engage with disciplinary knowledge and practices by engaging with technologies and each other through the design process. In this paper, we identify how the co‐construction of an engineering afterschool club culture supported students’ engagement in epistemic practices of engineering. This study draws from educational ethnography and discourse analysis to examine the interactional accomplishment of engineering by upper elementary (age 10–12), bilingual students in Puerto Rico as they designed and tested rescue shuttle technologies. Findings describe the emergence of a culture that values bilingualism and caring for others as central to the engineering practices, which were supported by key discourse moves. Collectively, the components of the engineering club provided opportunities to open up engineering in ways that valued students’ agency and identities as they engaged with epistemic practices of engineering. The local, academic culture valuing language diversity, kindness, and learning worked against epistemic injustices often found in educational settings
Affordance · Agency (philosophy) · Discipline · Engineering education · Engineering ethics · Mathematics education · Next Generation Science Standards · Pedagogy · Science education · Social science · Sociology · Discourse Analysis in Language Studies · Engineering · Literacy, Media, and Education · Psychology · Science Education and Pedagogy
Translanguaging
Opening up curricula to redistribute epistemic agency
Examining Classroom Science Practice Communities
Epistemic Practices of Engineering for Education
Translanguaging in the Bilingual Classroom
Directions in sociolinguistics
Towards Epistemic Justice
Anthropology of Education, Anthropology in Education, and Anthropology for Education
Studying the Over-Time Construction of Knowledge in Educational Settings
Understanding student use of epistemic criteria in engineering design contexts
Affordances of engineering with English learners
Acting with epistemic agency
“Estoy Explorando Science”
Retiring the term English language learners
Belonging in science classrooms
Translanguaging Practices and Language Ideologies in Puerto Rican University Science Education
Translanguaging as pedagogy
The translanguaging classroom
Ethnography
The International Encyclopedia of Anthropology
Engineers and engineering history
Translanguaging in US K–12 science and engineering education
Understanding engineering work and identity
Translanguaging
Emergent Bilinguals and Tesol
Improving Pregnancy Outcome during Imprisonment
Getting along” and “using evidence”
Language Views for Scientific Sensemaking Matter
Seeing in Depth
The Fate of Knowledge
A Call to Explicitly Name and Account for Power in Epistemic Agency Research
Syrian refugee youths' science learning in a “dialogic” third space
Preparing Linguistically Responsive Teachers
| Citation velocity | historical |
|---|---|
| Highly cited | No |