Multilingual Learners

Re-imagining Science Education Research Toward a Language for Science Perspective

With a decade passing since the release of the Next Generation Science Standards (NGSS), it is timely to reflect and consider the extent to which the promise of science teaching and learning that values and centers learners’ varied epistemologies for scientific sensemaking has been realized. We argue that this potential, in part, lies in the hands of our science education research community becoming aware and intentional with how we situate learners’ language-related resources and practices in our work.

Author/Presenter

María González-Howard

Sage Andersen

Karina Méndez Pérez

Samuel Lee

Lead Organization(s)
Year
2024
Short Description

With a decade passing since the release of the Next Generation Science Standards (NGSS), it is timely to reflect and consider the extent to which the promise of science teaching and learning that values and centers learners’ varied epistemologies for scientific sensemaking has been realized. We argue that this potential, in part, lies in the hands of our science education research community becoming aware and intentional with how we situate learners’ language-related resources and practices in our work.

Parents and Teachers Collaborating to Disrupt Asymmetrical Power Positions in Mathematics Education

This paper describes an innovative mathematics learning partnership that engages teachers and parents of multilingual children ages 7–10 from schools in underserved communities. At the center of this transformative work is the use of two complementary approaches to advancing equity in education– funds of knowledge and positioning theory. While both theories have been applied in mathematics education, they have not been integrated in a parent-teacher partnership program aimed at enhancing collaboration between multilingual families and teachers.

Author/Presenter

Beatriz Quintos

Erin Turner

Marta Civil

Year
2024
Short Description

This paper describes an innovative mathematics learning partnership that engages teachers and parents of multilingual children ages 7–10 from schools in underserved communities. At the center of this transformative work is the use of two complementary approaches to advancing equity in education– funds of knowledge and positioning theory. While both theories have been applied in mathematics education, they have not been integrated in a parent-teacher partnership program aimed at enhancing collaboration between multilingual families and teachers.

Parents and Teachers Collaborating to Disrupt Asymmetrical Power Positions in Mathematics Education

This paper describes an innovative mathematics learning partnership that engages teachers and parents of multilingual children ages 7–10 from schools in underserved communities. At the center of this transformative work is the use of two complementary approaches to advancing equity in education– funds of knowledge and positioning theory. While both theories have been applied in mathematics education, they have not been integrated in a parent-teacher partnership program aimed at enhancing collaboration between multilingual families and teachers.

Author/Presenter

Beatriz Quintos

Erin Turner

Marta Civil

Year
2024
Short Description

This paper describes an innovative mathematics learning partnership that engages teachers and parents of multilingual children ages 7–10 from schools in underserved communities. At the center of this transformative work is the use of two complementary approaches to advancing equity in education– funds of knowledge and positioning theory. While both theories have been applied in mathematics education, they have not been integrated in a parent-teacher partnership program aimed at enhancing collaboration between multilingual families and teachers.

Parents and Teachers Collaborating to Disrupt Asymmetrical Power Positions in Mathematics Education

This paper describes an innovative mathematics learning partnership that engages teachers and parents of multilingual children ages 7–10 from schools in underserved communities. At the center of this transformative work is the use of two complementary approaches to advancing equity in education– funds of knowledge and positioning theory. While both theories have been applied in mathematics education, they have not been integrated in a parent-teacher partnership program aimed at enhancing collaboration between multilingual families and teachers.

Author/Presenter

Beatriz Quintos

Erin Turner

Marta Civil

Year
2024
Short Description

This paper describes an innovative mathematics learning partnership that engages teachers and parents of multilingual children ages 7–10 from schools in underserved communities. At the center of this transformative work is the use of two complementary approaches to advancing equity in education– funds of knowledge and positioning theory. While both theories have been applied in mathematics education, they have not been integrated in a parent-teacher partnership program aimed at enhancing collaboration between multilingual families and teachers.

Integrando STEAM: A Guide for Elementary Bilingual and Dual Language Programs

This book is a guide for K-12 school leaders and educators who are planning to implement new bilingual and dual language (BDL) elementary programs for multilingual learners in the United States, focusing on the integration of subject matter knowledge of STEAM (science, technology, engineering, art, and math) with biliteracy development goals, both in English and a partner language other than English (LOTE). With this book, we advocate for an integrated STEAM and literacy development approach in BDL Education.
Author/Presenter

Marialuisa Di Stefano

Alberto Esquinca

Idalis Villanueva Alarcón

Year
2023
Short Description

This book is a guide for K-12 school leaders and educators who are planning to implement new bilingual and dual language (BDL) elementary programs for multilingual learners in the United States, focusing on the integration of subject matter knowledge of STEAM (science, technology, engineering, art, and math) with biliteracy development goals, both in English and a partner language other than English (LOTE).

COVID-19 Data Science Lesson Playlist

Author/Presenter

Todd Campbell

Okhee Lee

Eileen Murray

John Russell

Lead Organization(s)
Year
2023
Short Description

Daily Do Playlists are suggested instructional sequences of two or more Daily Do lessons in which students coherently build science ideas over time.

Young Mathematicians Movement Games

EDC's Young Mathematicians kits provide teachers and parents with games that are fun, spark conversations about math and provide rich learning opportunities. The games are designed to promote persistence, problem-solving and puzzling skills, and support social-emotional learning. These turnkey kits contain everything needed to start playing right away - either in the classroom or at home - and are available in English or Spanish.

Author/Presenter

The YM Team

Year
2023
Short Description

EDC's Young Mathematicians kits provide teachers and parents with games that are fun, spark conversations about math and provide rich learning opportunities.

Co-designing a Justice-Centered STEM Teacher Professional Learning Project

This chapter describes an ongoing research-practice partnership with in-service teachers in communities across Oregon focused on broadening participation in science, technology, engineering, and mathematics (STEM) fields. Broadening participation is essential for creating more justice-centered STEM in our society and cannot occur without families and communities working in partnership with educators to ensure that community resources, needs, and multi-generational perspectives are centered in this work.

Author/Presenter

Cory Buxton

Karla Hale

Jay Well

Diana Crespo-Camacho

Barbara Ettenauer

Felisha Dake

Lead Organization(s)
Year
2024
Short Description

This chapter describes an ongoing research-practice partnership with in-service teachers in communities across Oregon focused on broadening participation in STEM fields. We explore how our design-based work with teachers is shaping our collective efforts to enact new language and science practices for supporting students’ justice-centered STEM meaning-making.

Justice-Centered STEM Education with Multilingual Learners: Conceptual Framework and Initial Inquiry into Pre-service Teachers’ Sense-Making

When pressing societal challenges (e.g., COVID-19, access to clean water) are sidelined in science classrooms, science education fails to leverage the knowledge and experiences of minoritized students in school, thus reproducing injustices in society. Our conceptual framework for justice-centered STEM education engages all students in multiple STEM subjects, including data science and computer science, to explain and design solutions to pressing societal challenges and their disproportionate impact on minoritized groups.

Author/Presenter

Scott E. Grapin

Alison Haas

N’Dyah McCoy

Okhee Lee

Year
2023
Short Description

Our conceptual framework for justice-centered STEM education engages all students in multiple STEM subjects, including data science and computer science, to explain and design solutions to pressing societal challenges and their disproportionate impact on minoritized groups. In the first part of this article, we extend our conceptual framework by articulating the affordances of justice-centered STEM education for one minoritized student group that has been traditionally denied meaningful STEM learning experiences: multilingual learners (MLs). In the second part of the article, we report on an initial inquiry into how 14 undergraduate pre-service teachers made sense of our conceptual framework after participating in lessons from our COVID-19 instructional unit.

Multilingual Classrooms: Development of an Observational Analytic Tool to Examine Mathematics Instruction

This brief research report describes the refinement and testing of an observational rubric designed to identify and assess elements of classroom mathematics instruction that research has found to support multilingual student learning. The aim of this process is to (a) combine existing rubrics that capture teaching strategies and positioning construct protocol, (b) test the combined rubric in multiple elementary classroom settings, (c) revise the rubric in light of testing to create a more consistent version, and (d) retest with a larger sample of classrooms.

Author/Presenter

Michael W. Krell

Abigayle Dirdak

Beatriz Quintos

Jonee Wilson

M. Alejandra Sorto

Claudia Galindo

Lead Organization(s)
Year
2023
Short Description

This brief research report describes the refinement and testing of an observational rubric designed to identify and assess elements of classroom mathematics instruction that research has found to support multilingual student learning.