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.
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Buxton, C.A., Allexsaht-Snider, M., Rivera, C. (2013). Science, Language, and Families: Constructing a Model of Steps to College Through Language-Rich Science Inquiry. In: Bianchini, J.A., Akerson, V.L., Barton, A.C., Lee, O., Rodriguez, A.J. (eds) Moving the Equity Agenda Forward. Cultural Studies of Science Education, vol 5. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4467-7_15
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