Science education with multilingual learners

Equity as access and equity as transformation

Datos Bibliográficos

ID21392678
AutoresScott E Grapin (0000-0002-8982-0771, Department of Teaching and Learning University of Miami Coral Gables Florida USA, autor de correspondencia), Ashlyn Pierson (0000-0003-2893-5126, Department of Teaching and Learning The Ohio State University Columbus Ohio USA), María González‐howard (0000-0003-3575-3937, Department of Curriculum and Instruction The University of Texas at Austin Austin Texas USA), Minjung Ryu (0000-0002-3522-5336, Department of Chemistry University of Illinois Chicago Chicago Illinois USA), Caitlin G Mcc Fine (0000-0002-8605-7264, Metropolitan State University of Denver), Caitlin Fine (Department of Elementary Education Metropolitan State University of Denver Denver Colorado USA), Sara Vogel (0000-0003-2878-6589, Computing Integrated Teacher Education City University of New York New York New York USA)
Año2023
Volumen107
Número4
Páginas999-1032
Fecha de publicación2023-07-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaScience Education (JOURNAL)
Identificadores de la revistaISSN: 0036-8326 • E-ISSN: 1098-237X
EditorialWiley (PUBLISHER • GB)
DOI10.1002/sce.21791
OpenAlexW4324351357
IdiomaEN
Citas recibidas29
Referencias citadas157

Research in science education with multilingual learners (MLs) has expanded rapidly. This rapid expansion can be situated within a larger dialogue about what it means to provide minoritized students with an equitable education. Whereas some conceptions of equity focus on ensuring all students have access to the knowledge, practices, and language normatively valued in K‐12 schools ( equity as access ), increasingly prominent conceptions focus on transforming those knowledge, practices, and language in ways that center minoritized students and their communities ( equity as transformation ). In this article, we argue that conceptions of equity provide a useful lens for understanding emerging research in science education with MLs and for charting a research agenda. We begin by tracing how conceptions of equity have evolved in parallel across STEM and multilingual education. Then, we provide an overview of recent developments from demographic, theoretical, and policy perspectives. In the context of these developments, we provide a conceptual synthesis of emerging research by our team of early‐career scholars in three areas: (a) learning, (b) assessment, and (c) teacher education. Within each area, we unpack the research efforts in terms of how they attend to equity as access while pushing toward equity as transformation. Finally, we propose a research agenda for science education with MLs that builds on and extends these efforts. We close by offering recommendations for making this research agenda coherent and impactful: (a) being explicit about our conceptions of equity, (b) paying attention to the interplay of structure and agency, and (c) promoting interdisciplinary collaboration

Equity (law) · Higher education · Pedagogy · Political science · Public relations · Science education · Sociology · Educator Training and Historical Pedagogy · Multilingual Education and Policy · Second Language Learning and Teaching