Disciplinary Practices with Multilingual Learners in the Content Areas: Investigating
            <i>Grasp of Practice</i>
            in Fifth-Grade Science

Grapin, Scott E.; Llosa, Lorena; Lee, Okhee

doi:10.1080/15348458.2021.2008253

Cited by 9 publications

(12 citation statements)

References 44 publications

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“…Grapin and colleagues (Grapin, 2022a, 2022b; Grapin & Llosa, 2022a, 2022b; Grapin et al, 2022), with support from Educational Testing Service and NSF, explored innovative approaches to science assessment in the context of a yearlong NGSS‐designed curriculum for fifth‐grade MLs and their peers. Specifically, this research addressed a persistent problem that the assessment of MLs' content learning has narrowly privileged learning expressed through linguistic modalities (e.g., written language modality) and independent performance (i.e., what students can do on their own).…”

Section: Emerging Research In Science Education With Mlsmentioning

confidence: 99%

Science education with multilingual learners: Equity as access and equity as transformation

et al. 2023

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Research in science education with multilingual learners (MLs) has expanded rapidly. This rapid expansion can be situated within a larger dialogue about what it means to provide minoritized students with an equitable education. Whereas some conceptions of equity focus on ensuring all students have access to the knowledge, practices, and language normatively valued in K‐12 schools (equity as access), increasingly prominent conceptions focus on transforming those knowledge, practices, and language in ways that center minoritized students and their communities (equity as transformation). In this article, we argue that conceptions of equity provide a useful lens for understanding emerging research in science education with MLs and for charting a research agenda. We begin by tracing how conceptions of equity have evolved in parallel across STEM and multilingual education. Then, we provide an overview of recent developments from demographic, theoretical, and policy perspectives. In the context of these developments, we provide a conceptual synthesis of emerging research by our team of early‐career scholars in three areas: (a) learning, (b) assessment, and (c) teacher education. Within each area, we unpack the research efforts in terms of how they attend to equity as access while pushing toward equity as transformation. Finally, we propose a research agenda for science education with MLs that builds on and extends these efforts. We close by offering recommendations for making this research agenda coherent and impactful: (a) being explicit about our conceptions of equity, (b) paying attention to the interplay of structure and agency, and (c) promoting interdisciplinary collaboration.

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Section: Emerging Research In Science Education With Mlsmentioning

confidence: 99%

Science education with multilingual learners: Equity as access and equity as transformation

et al. 2023

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“…However, the rigor of these language demands goes beyond how language is dominantly viewed in and for school (i.e., written and spoken “academic” English) (González-Howard et al, 2023; Lee & Stephens, 2020). In addition to linguistic resources like named languages, students also employ multimodal means of communication when sensemaking via science practices, such as graphs, models, charts, drawings, gestures, and symbols (Grapin et al, 2022b; Suárez, 2020). All these language resources (linguistic and multimodal) are equally critical to and necessary for engagement in science practices (Pierson & Grapin, 2021).…”

Section: Language-rich Science Practices Within Current Science Educa...mentioning

confidence: 99%

“…Within the context of science learning, this has been particularly the case for multilingual students, partly due to dominant ideas around what counts as language in science and related views around how students should use language for disciplinary work (González-Howard et al, 2023; Lemmi et al, 2019). Current science standards (i.e., the Next Generation Science Standards [NGSS] Lead States, 2013) emphasize language-rich disciplinary practices as central to how students engage in sensemaking to construct knowledge (Lee & Stephens, 2020; Grapin et al, 2022b), an emphasis that has continued an upward trend of research focused on multilingual students’ learning via science practices. This research trend has the potential to help transform science classrooms into more equitable environments if researchers elevate the brilliant ways multilingual students use wide-ranging language resources to grapple with, make sense of, and communicate understandings about natural phenomena (Bang et al, 2017; Grapin et al, 2023; Rosebery et al, 2010; Warren et al, 2020).…”

mentioning

confidence: 99%

Language Views for Scientific Sensemaking Matter: A Synthesis of Research on Multilingual Students’ Experiences with Science Practices Through a Translanguaging Lens

González-Howard,

Andersen,

Méndez Pérez

et al. 2023

Educational Researcher

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This synthesis examines recent science education research on multilingual students’ experiences with language-rich science practices. Adopting a translanguaging lens, we explore how researchers’ language conceptualizations impact the science practices they study and the ways multilingual students are positioned. This analysis helps us understand the extent to which recent research is disrupting, or sustaining, minoritizing narratives about multilingual students and how they sensemake in science. Based on our findings, we suggest researchers: (1) reflect upon and expand their views of language, which will enable the field to develop more nuanced understandings of how language use across linguistic and multimodal resources permeates all science practices, and (2) consider how to expand multilingual students’ language repertoires for sensemaking while also valuing students’ existing language resources and practices.

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“…Registers can range from every day to specialized. Everyday registers, in particular, constitute a key resource for engaging in disciplinary practices (Bunch & Martin, 2021; Grapin et al, 2022). As MLs build science understanding over the course of instruction, their language use becomes increasingly specialized.…”

Section: Instructional Shifts For Integrating Science and Language Withmentioning

confidence: 99%

“…As teachers work collaboratively to examine the models, they negotiate different interpretations of students' ideas and clarify the sense‐making goals of the task. Examining models developed by MLs specifically helps teachers recognize how MLs can communicate sophisticated science ideas in unanticipated ways that would otherwise be overlooked if a teacher looked only for the “right” answer or representation (Grapin & Llosa, 2022a, 2022b)—what we call seeing and hearing the science in MLs' ideas, regardless of how those ideas are communicated (Grapin et al, 2022; Grapin, 2023). Thus, collaborative interpretation of student work further supports teachers to develop an asset‐oriented view of MLs (see Design Principle 1).…”

Section: Conceptual Framework For Pd Programsmentioning

confidence: 99%

Teacher professional development programs integrating science and language with multilingual learners: A conceptual framework

2023

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As the vision in A Framework for K‐12 Science Education and the Next Generation Science Standards (NGSS) takes hold in schools and classrooms, there is an urgent need for teacher professional development (PD) programs that align with NGSS‐designed curriculum materials and address the unique strengths and needs of diverse student groups, including multilingual learners (MLs). The purpose of this article is to propose our conceptual framework for PD programs that aligns with current reform efforts and is grounded in the mutually supportive nature of contemporary science and language instructional shifts. Specifically, we examine our previous NGSS‐designed curriculum development project with MLs and review the literature in science education and language education with MLs. Our conceptual framework for PD programs is grounded in the perspective of symmetry that teacher professional learning experiences should be symmetrical to the learning experiences we organize for students. Grounded in this perspective, our conceptual framework consists of three design principles that describe how PD programs can guide teachers to (a) develop an asset‐oriented view of MLs and instructional practices for recognizing and leveraging their assets, (b) integrate science and language in mutually supportive ways with MLs, and (c) develop more sophisticated instructional practices for integrating science and language with MLs over time. We describe contributions of our conceptual framework, which could generate a new research agenda and inform PD programs aimed at facilitating uptake of NGSS‐designed curriculum materials in linguistically diverse science classrooms.

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Disciplinary Practices with Multilingual Learners in the Content Areas: Investigating Grasp of Practice in Fifth-Grade Science

Cited by 9 publications

References 44 publications

Science education with multilingual learners: Equity as access and equity as transformation

Science education with multilingual learners: Equity as access and equity as transformation

Language Views for Scientific Sensemaking Matter: A Synthesis of Research on Multilingual Students’ Experiences with Science Practices Through a Translanguaging Lens

Teacher professional development programs integrating science and language with multilingual learners: A conceptual framework

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