Hegemonic Language Practices in Engineering Design and Dual Language Education

Autor/inn/en	Esquinca, Alberto; de la Piedra, María Teresa; Herrera-Rocha, Lidia
Titel	Hegemonic Language Practices in Engineering Design and Dual Language Education
Quelle	In: Association of Mexican American Educators Journal, 12 (2018) 2, S.44-68 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2377-9187
DOI	10.24974/amae.12.2.394
Schlagwörter	Bilingualism; Biculturalism; Social Justice; Achievement Gap; Academic Achievement; Hispanic American Students; White Students; STEM Education; Ethnography; Design; Elementary School Students; Immigrants; Hands on Science; Teaching Methods; Language Usage; Spanish; English (Second Language); Second Language Learning; Native Language; Program Descriptions; Curriculum Implementation; Language Attitudes; Problem Based Learning; Engineering; Texas (El Paso) + Suchen Sie Ihr Suchwort? Bilingualismus; Bikulturalität; Soziale Gerechtigkeit; Schulleistung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; STEM; Ethnografie; Immigrant; Immigrantin; Immigranten; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachverhalten; Problem-based learning; Problemorientiertes Lernen; Maschinenbau
Abstract	With the goal of achieving bilingualism and biculturalism, dual language education (DL) has a social justice orientation. As the program option with the best track record of closing the achievement gap between Latinx and White students, DL programs can potentially create environments in which learners can develop knowledge of science, technology, engineering and mathematics (STEM) in two languages. In this article, we present findings from a two-year ethnographic study of engineering design curriculum in a K-5 DL program on the U.S.-Mexico border. Our team researched the implementation of a hands-on, highly interactive, inquiry-based STEM curriculum because immigrant emergent bilinguals from border communities are sometimes excluded from these learning opportunities. During the first year of implementation, the STEM curriculum was not taught following DL goals. Essential principles of DL education, including the use of two languages for instruction and equal status for both languages, were not followed. Lack of familiarity with the STEM curriculum and emerging expertise of engineering design explained this decision partially. Due to a dearth of resources, training, and expertise in engineering and in inquiry-based learning, the implementation failed to meet its counterhegemonic potential. In fact, it may have reproduced hegemonic practices that marginalized emergent bilingual Latinx students. (As Provided).
Anmerkungen	Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: executivedirector@amae.org; Web site: http://amaejournal.utsa.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01