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Research in Science Education

, Volume 49, Issue 4, pp 1069–1085 | Cite as

Framing, Adapting, and Applying: Learning to Contextualize Science Activity in Multilingual Science Classrooms

  • Sara TolbertEmail author
  • Corey Knox
  • Ivan Salinas
Article

Abstract

In this article, we turn our attention to context-based approaches to science instruction. We studied the effects of changes to a set of secondary science teacher education programs, all of which were redesigned with attention to the Secondary Science Teaching with English Language and Literacy Acquisition (SSTELLA) instructional framework, a framework for responsive and contextualized instruction in multilingual science classrooms. Contextualizing science activity is one of the key dimensions of the SSTELLA instructional framework. In this article, we draw on two cases of novice teachers’ classroom practices to reflect on our own learning about how preservice science teachers can be prepared to frame lessons within relevant contexts and elicit and apply students’ funds of knowledge, recognizing these contextualization practices as especially important for language and literacy acquisition and science learning.

Keywords

Contextualized instruction Science teacher education Language and literacy Culturally responsive instruction Emerging bilingual education English learners 

Notes

Funding Information

The project referenced in this paper was funded by the National Science Foundation DR K-12 grant #1316834. Partial support for elaborating this article came from the CONICYT-Chile through project PAI 82140024.

Compliance with Ethical Standards

Disclaimer

The views expressed in this text are solely the author(s).

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Copyright information

© Springer Nature B.V. 2019

Authors and Affiliations

  1. 1.Department of Teaching, Learning and Sociocultural StudiesThe University of ArizonaTucsonUSA
  2. 2.College of Education, Health and Human DevelopmentUniversity of CanterburyChristchurchNew Zealand
  3. 3.College of EducationThe University of ArizonaTucsonUSA
  4. 4.Departamento de Estudios PedagógicosUniversidad de ChileSantiagoChile

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