OBP - October 2022
 

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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: Instruction and Assessment Practices

Part 2 of this two-part series will build on the research and policy foundations (presented in Part 1) to address promising practices for teachers of multilingual learners in science classrooms.

Specifically, the seminar will use examples from linguistically diverse science classrooms to illustrate promising instruction and assessment practices for teachers. Participants will have opportunities to explore these practices through curriculum materials and student work, as well as reflect on how they can use or adapt these practices.

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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National Science Teaching Association

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