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.
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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.
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Tolbert, S., Knox, C. & Salinas, I. Framing, Adapting, and Applying: Learning to Contextualize Science Activity in Multilingual Science Classrooms. Res Sci Educ 49, 1069–1085 (2019). https://doi.org/10.1007/s11165-019-9854-8
- Contextualized instruction
- Science teacher education
- Language and literacy
- Culturally responsive instruction
- Emerging bilingual education
- English learners