Multilingual learners’ exposure to science and language inputs in elementary school

Qué sabemos

Bibliographic Data

ID21392702
AuthorsLelydeyvis Boza (0009-0009-5233-1307, University of Florida, corresponding author), F Chris Curran (0000-0001-5680-1446, University of Florida), Katharine Harris‐Walls (University of Florida), Tiffany S Tan (0009-0001-5317-5651, University of Florida), Amber Deig (0000-0003-4181-0707, University of Florida), Mark B Pacheco (0000-0002-9706-2704, University of Florida)
Year2024
Volume108
Issue6
Pages1549-1589
Publication date2024-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueScience Education (JOURNAL)
Journal identifiersISSN: 0036-8326 • E-ISSN: 1098-237X
PublisherWiley (PUBLISHER • GB)
DOI10.1002/sce.21888
OpenAlexW4399780385
LanguageEN
Citations received1
References cited63

As linguistic diversity continues to increase in the United States public school system, schools are expected to meet the needs of their ever‐changing student body. While much attention within education research has understandably focused on multilingual learners’ (MLs) English language acquisition, an emergent body of work points to science as an important subject for attention among elementary MLs. We suggest that understanding what science and language inputs are afforded to MLs in schools can contribute to understanding the needs and opportunities for enhancing MLs’ science learning. This study leveraged nationally representative data from the Early Childhood Longitudinal Study of 2010–2011 to explore the science and language inputs available to MLs in elementary school. Using descriptive statistics, our analysis of science and language inputs provides evidence on what MLs have, or do not have, access to inside of their schools. Science inputs appear to be relatively evenly distributed across classrooms serving non‐MLs, MLs, and subgroups therein. In comparison, language inputs are differentially distributed across ML subgroups, but they are distributed in ways that may align with student needs. However, while the science inputs do not necessarily vary across subgroups, the language inputs do, and this may affect how students can engage with science inputs. In understanding what science and language inputs MLs are afforded, this study provides a foundation for how to improve formal learning environments for them, especially regarding science learning

Mathematics education · Pedagogy · Science education · Psychology · Reading and Literacy Development · Science Education and Pedagogy · Teacher Education and Leadership Studies

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