A study of culturally syntonic variables in the bilingual/bicultural science classroom

Abstract

The purpose of this study was to conduct a needs assessment of bilinguallbicultural elementary science classrooms in order to determine if the current instructional environment addresses the educational needs of Hispanic/Latino children. This study examined 57 randomly selected elementary bilin-guaUbicultural science classrooms in a large metropolitan area of the southwestern United States in terms of culturally syntonic variables (i.e., culture-of-origin beliefs and/or practices that impact the teaching/learning process). Findings from this study indicate that Hispanic/Latino children are receiving science instruction: (a) with culturally asyntonic printed materials, teaching strategies, and supplementary materials, (b) in classrooms that do not use the child's native language,fumilia learning groups, peer tutoring, or manipulative materials, and (c) with oral and verbal instruction that lack culturally syntonic role models, examples, analogies, and elaborations. Findings from this study imply that changes are needed in preservice and in-service teacher training, in science textbook formats, and in the scope and focus of elementary school bilingual/bicultural science curriculum and instructional strategies.

“It isn't no slang that can be said about this stuff”: Language, identity, and appropriating science discourse

“…The pedagogy supporting these goals typically involves socializing students in the conceptual content and epistemologies characteristic of the disciplines of science. In educational settings, instructional practices may either inadvertently or, more directly, favor students from particular backgrounds or with more privileged ways of speaking (Barba, 1993;Brickhouse, 1994;Lemke, 1990). Therefore, science discourse has the potential to reflect this cultural inequality.…”

Voices from the bridge: Worldview conflicts of Kickapoo students of science

“…Native American educational values were reported to be patience, cooperation, reservation, group emphasis, and nonmaterialism (Anderson, 1988;Cajete, 1988;Deloria, 1992). Western educational values were reported to be competitive, confident, demonstrative, individualistic, and directed (Anderson, 1988;Barba, 1993;Shortman et al, 1985). The identification of these prior conceptualizations of Native American and Western thought were not assumed, but these conceptions were used as an informed focus to help identify areas of interest, cultural symbols and relationships (Jacob, 1987).…”

The Cultural Diversity and Its Role in Mathematical Activities

“…Teachers need to understand what counts as knowledge in math as well as how knowledge may be related to norms and values of diverse languages and cultures. Instructional practices have traditionally relied on examples, analogies, and artifacts that are often unfamiliar to non-mainstream students [8,32]. Teachers who provide culturally relevant instruction capitalize on student strengths-what they do know instead of what they do not know.…”