In the United States, science instruction is based on an idealized, Western view of scientific practice and on the language practices of a middle-class population. Unbeknownst to teachers, this orientation ignores much of the knowledge and experience that children from culturally and linguistically diverse backgrounds bring into the classroom. How can educators recognize and work with the knowledge and experience of these students to enhance learning for all students? This question is explored in this essay.


Type Book ChapterPub Date 1/1/2008Stock # PB218X_3

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