Teacher professional development programs integrating science and language with multilingual learners

A conceptual framework

Datos Bibliográficos

ID21392648
AutoresOkhwa Lee (0000-0003-3551-1583, Department of Teaching and Learning Steinhardt School of Culture, Education, and Human Development New York University New York New York USA, autor de correspondencia), Scott E Grapin (0000-0002-8982-0771, Department of Teaching and Learning, School of Education and Human Development University of Miami Coral Gables Florida USA), Alison Haas (0000-0002-8545-7346, Department of Teaching and Learning Steinhardt School of Culture, Education, and Human Development New York University New York New York USA)
Año2023
Volumen107
Número5
Páginas1302-1323
Fecha de publicación2023-09-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaScience Education (JOURNAL)
Identificadores de la revistaISSN: 0036-8326 • E-ISSN: 1098-237X
EditorialWiley (PUBLISHER • GB)
DOI10.1002/sce.21807
OpenAlexW4383217041
IdiomaEN
Citas recibidas14
Referencias citadas69

As the vision in A Framework for K‐12 Science Education and the Next Generation Science Standards (NGSS) takes hold in schools and classrooms, there is an urgent need for teacher professional development (PD) programs that align with NGSS‐designed curriculum materials and address the unique strengths and needs of diverse student groups, including multilingual learners (MLs). The purpose of this article is to propose our conceptual framework for PD programs that aligns with current reform efforts and is grounded in the mutually supportive nature of contemporary science and language instructional shifts. Specifically, we examine our previous NGSS‐designed curriculum development project with MLs and review the literature in science education and language education with MLs. Our conceptual framework for PD programs is grounded in the perspective of symmetry that teacher professional learning experiences should be symmetrical to the learning experiences we organize for students. Grounded in this perspective, our conceptual framework consists of three design principles that describe how PD programs can guide teachers to (a) develop an asset‐oriented view of MLs and instructional practices for recognizing and leveraging their assets, (b) integrate science and language in mutually supportive ways with MLs, and (c) develop more sophisticated instructional practices for integrating science and language with MLs over time. We describe contributions of our conceptual framework, which could generate a new research agenda and inform PD programs aimed at facilitating uptake of NGSS‐designed curriculum materials in linguistically diverse science classrooms

Conceptual framework · Curriculum · Curriculum development · Engineering ethics · Grounded theory · Mathematics education · Next Generation Science Standards · Pedagogy · Perspective (graphical) · Professional development · Qualitative research · Science education · Sociology · Computer Science · Educational Strategies and Epistemologies · Engineering · Psychology · Science Education and Pedagogy · Second Language Learning and Teaching