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Science instruction with multilingual learners has traditionally emphasized what these students “lack” (deficit thinking) but current research indicates that teachers should focus instead on the assets that multilingual learners bring to science learning. This shift calls for key changes to instruction and assessment practices in linguistically diverse science classrooms.

This two-part web seminar series will provide an overview of the contemporary theory, policy, and practice with multilingual learners in science classrooms. Throughout the series, two key themes will be emphasized: how educators’ ideas about language, language development, and language in science influence the instruction and assessment practices they enact with multilingual learners; and the fact that when multilingual learners’ assets are central to instruction, these students do more than “get by” in science classrooms—they thrive.

Multilingual Learners in Science Classrooms: Theory and Policy Foundations

Part 1 of this two-part series will highlight theoretical insights from the fields of science education and language education with implications for multilingual learners in science classrooms. Participants will be guided to explore fundamental questions such as these: Who are multilingual learners? What is language? How does language develop? How do students use language to “do” science?

The seminar will also highlight the policy context surrounding multilingual learners in science classrooms, including the WIDA English language development standards and how they align with the Next Generation Science Standards.

All individuals receive a certificate of participation and 100 NSTA activity points for attending the live seminar and completing the end-of-program survey. A certificate of participation is not awarded for watching the recorded version of the program.

We invite you to register for upcoming web seminars at NSTA.

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