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Moving the Equity Agenda ForwardScience, Language, and Families: Constructing a Model of Steps to College Through Language-Rich Science Inquiry

Moving the Equity Agenda Forward: Science, Language, and Families: Constructing a Model of Steps... [In this chapter, we propose a new framework for collaborative science education with English language learners based on bringing together three educational components: (a) engaging students, parents, and teachers together in bilingual science learning and preparation for college; (b) authentic science practice; and (c) academic language development to support language-rich science inquiry. We describe the model and how we applied it during a bilingual project for Latino/a middle school students and their families that focused on preparedness in science as a point of entry to higher education. Our work with this model evolved over 2 years of leading inquiry-based science workshops in university laboratory settings where students, their parents, and their teachers all engaged bilingually in science learning together. We present findings that focus on changes in the workshop participants’ ideas about science, academic success, and higher education. We suggest that further work with this and related models of collaborative science learning could provide positive examples of successful academic engagement with Latino/a students and families.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Moving the Equity Agenda ForwardScience, Language, and Families: Constructing a Model of Steps to College Through Language-Rich Science Inquiry

Part of the Cultural Studies of Science Education Book Series (volume 5)
Editors: Bianchini, Julie A.; Akerson, Valarie L.; Barton, Angela Calabrese; Lee, Okhee; Rodriguez, Alberto J.
Buxton, Cory A.; Allexsaht-Snider, Martha; Rivera, Carlos
Moving the Equity Agenda Forward — Jun 6, 2012
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References (26)

Publisher
Springer Netherlands
Copyright
© Springer Science+Business Media Dordrecht 2013
ISBN
978-94-007-4466-0
Pages
241–259
DOI
10.1007/978-94-007-4467-7_15
Publisher site
See Chapter on Publisher Site

Abstract

[In this chapter, we propose a new framework for collaborative science education with English language learners based on bringing together three educational components: (a) engaging students, parents, and teachers together in bilingual science learning and preparation for college; (b) authentic science practice; and (c) academic language development to support language-rich science inquiry. We describe the model and how we applied it during a bilingual project for Latino/a middle school students and their families that focused on preparedness in science as a point of entry to higher education. Our work with this model evolved over 2 years of leading inquiry-based science workshops in university laboratory settings where students, their parents, and their teachers all engaged bilingually in science learning together. We present findings that focus on changes in the workshop participants’ ideas about science, academic success, and higher education. We suggest that further work with this and related models of collaborative science learning could provide positive examples of successful academic engagement with Latino/a students and families.]

Published: Jun 6, 2012

Keywords: Science Learning; Academic Success; English Language Learner; Academic Language; Academic Vocabulary

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