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A critical examination of dual-language science educators: Ideology, pedagogy, access, and equity
Navarro Martell, Melissa Arabel
Alfar, CristinaSantibanez, Lucrecia
Villarreal, Felisha HerreraPerez, William
This study explores how K-8 critically conscious dual-language science teachers (CCDLSTs) working with bilingual learners (BLs) practice their critical consciousness via the four tenets of dual-language education: ideological clarity, pedagogical perspective and clarity, access for all, and equitable spaces (IPAE). This study is informed by the main research question: How are the IPAE tenets manifested in K-8 CCDLSTs’ daily classroom practice? Previous research offers limited information on how dual-language science teachers practice their critical consciousness. Given the era of Common Core State Standards and the number of BLs left with underprepared teachers, this study advances understanding of what CCDLSTs are doing in classrooms to draw on the assets of BLs. A phenomenological design was used to gather interview and observational data of how six CCDLSTs employed a critically conscious pedagogy in a dual-language setting while creating access to science content, with equity at the core. Findings include research-based examples of the instructional processes CCDLSTs used in their classrooms and how they planned and implemented science lessons inclusive of the IPAE tenets. Keywords: dual-language, science pedagogy, critical consciousness, equity, bilingual teachers
Doctor of Philosophy (Ph.D.) Claremont Graduate University and San Diego State University, 2018
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