Engineering Design in Dual Language: How Teachers Leveraged Biliteracy Practices to Add Engineering Disciplinary Literacy Practices

Autor/inn/en	Esquinca, Alberto; de la Piedra, María Teresa; Herrera-Rocha, Lidia
Titel	Engineering Design in Dual Language: How Teachers Leveraged Biliteracy Practices to Add Engineering Disciplinary Literacy Practices
Quelle	In: Bilingual Research Journal, 44 (2021) 3, S.298-317 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2021.1970655
Schlagwörter	Literacy; Bilingualism; Ethnography; Engineering Education; Grade 4; Elementary School Students; Bilingual Education; Bilingual Teachers; Inquiry; Active Learning; Design; Spanish; English (Second Language); Second Language Learning; Teaching Methods; Teacher Attitudes; Hispanic American Students; Language Usage; Code Switching (Language); Equal Education; Mexican Americans; Limited English Speaking + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Bilingualismus; Ethnografie; Ingenieurausbildung; School year 04; 4. Schuljahr; Schuljahr 04; Bilingual teaching; Bilingualer Unterricht; Aktives Lernen; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Sprachgebrauch
Abstract	In this two-year ethnographic study, we explored engineering teaching and learning in fourth-grade, dual language (DL) classrooms. We discuss the biliterate disciplinary practices in these classrooms, examining data (field notes, interviews, artifacts, audio, and video recordings) gathered at a school on the US-Mexico border. Our purpose is to highlight how DL teachers collaborated to create an inquiry-based learning environment that fostered biliteracy as a resource for adding new disciplinary literacy practices. They designed experiences where their emergent bilingual students were able to leverage their existing biliterate repertoires to engage in and learn engineering design. The environment teachers promoted the development of engineering disciplinary literacies in two languages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01