Future Doctors in Training: Translanguaging in an Evolution Course

Autor/inn/en	Carroll, Kevin S.; de Vries, Alissia; Pagán Muñoz, Anyeliz
Titel	Future Doctors in Training: Translanguaging in an Evolution Course
Quelle	In: Critical Inquiry in Language Studies, 18 (2021) 1, S.4-25 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1542-7587
DOI	10.1080/15427587.2020.1864635
Schlagwörter	English (Second Language); Language of Instruction; Code Switching (Language); Language Role; Language Attitudes; College Faculty; Premedical Students; Evolution; Biology; Science Instruction; Advanced Courses; College Entrance Examinations; Medical Schools; Bilingualism; Spanish Speaking; Native Language; Student Needs; Team Teaching; Public Colleges; Academic Freedom; Puerto Rico; Medical College Admission Test + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Sprachverhalten; Fakultät; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fortgeschrittenenunterricht; Aufnahmeprüfung; Medizinische Ausbildung; Bilingualismus; Teamteaching; Akademische Freiheit
Abstract	As the de facto language of science, English proficiency often serves as a gatekeeper for aspiring medical students in Puerto Rico because they encounter English-language instruction, textbooks, and high-stakes standardized tests throughout their studies. Employing ethnographic research methods, this case study documents the language practices in an Evolution course at a bilingual Puerto Rican university, which was cotaught by two non-Puerto Rican professors, neither of whom use English as their native language. Using interviews, a focus group, and video-recorded data, this study analyzes the language practices and pedagogies of both professors as they teach the same course and attempt to make the content comprehensible for their students. Our findings document the nonpurist linguistic behavior of the professors and how they built on their students' linguistic repertoires. Findings also point to how they adopted a nonprescriptive pedagogy that challenges pervasive monolingual ideologies in STEM. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01