Fostering Educator Buy-in of Language and Literacy in the Science Classroom
Bibliographic Data
| ID | 22041864 |
|---|---|
| Authors | Jennifer Renn (0000-0002-1661-6745, Purdue University West Lafayette, corresponding author), Annie Laurie Duguay (0009-0000-4112-2491, Independent Sector), L Wright (0000-0002-9953-6483, University of Wisconsin–Madison), Laura J Wright (0000-0002-1974-3942, University of Wisconsin–Madison) |
| Year | 2024 |
| Volume | 14 |
| Issue | 7 |
| Pages | 683 |
| Publication date | 2024-06-22 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14070683 |
| OpenAlex | W4399970978 |
| Language | EN |
| Citations received | 1 |
| References cited | 24 |
This paper describes a project to build linguistic awareness among science educators at multiple levels: pre-service K–12 teachers, in-service K–12 teachers, and university faculty in both education and STEM fields. Educational linguists from a language-focused non-profit research organization created modules on teaching culturally and linguistically diverse students for a Master of Arts in Teaching (MAT) program for middle school science educators at a large urban U.S. university. The module content, which was integrated into three science education methods courses, was designed around three key principles: linguistic understanding, critical language awareness, and pedagogical modeling. A critical component to the project’s success was fostering “buy-in” from the various groups of educators through multiple means, including piloting materials with in-service science teachers, training university faculty on the language and literacy materials, and revising content based on feedback from the MAT program faculty and students. The findings demonstrate that over time, the educators re-examined their roles as teachers of language and literacy and reassessed their thinking related to science instruction, highlighting the efficacy of incorporating language development content into training and professional development for STEM educators at multiple levels
Literacy · Mathematics education · Pedagogy · Science education · Scientific Literacy · Computer Science · Literacy, Media, and Education · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Teaching Academic Language in L2 Secondary Settings
Discursive identity
Best Practices in Teachers’ Professional Development in the United States
Rethinking diversity in learning science
Effective Teacher Professional Development
Sustaining Teacher Professional Learning in STEM
From “academic language” to the “language of ideas”
Appropriating Scientific Discourse
To be, or not to be…Black
Linguistic Variation and Linguistic Inclusion in the US Educational Context
Professional Development Implications of Teachers' Beliefs and Attitudes Toward English Language Learners
The what, when, and how of preservice teachers and literacy across the disciplines
Teachers' attitudes about language diversity
Learning disciplinary literacy teaching
Liberatory Linguistics
Undoing Appropriateness
We Sort of Dance Around the Race Thing
The Effects of Black English and Code-Switching on Intraracial Perceptions
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |