ERIC Number: ED356307
Record Type: Non-Journal
Publication Date: 1993-Feb
Equity in the Future Tense: Redefining Relationships among Teachers, Students, and Science in Linguistic Minority Classrooms. Working Paper 1-93.
Warren, Beth; Rosebery, Ann S.
This paper discusses teaching science to language minority students and describes work with linguistic minority children and their teachers. A key goal of this work is to create scientific sense-making communities in the classroom that parallel science as it is practiced in the world. Following a critique of current practice in science education, the paper explores what conditions are necessary to create classroom communities of scientific sense-making. This is followed by a look at a new approach to teacher development based on the belief that the teacher, whether bilingual, English-As-A-Second-Language, or science specialist, is critical to creating communities of scientific sense-making. Also discussed is the role of discourse appropriation in teacher development, with an example of teachers and students reviewing a homework assignment on acids and bases. A case study of one teacher's experience of learning science in order to teach science illustrates the nature and complexity of the learning process that undergirds the creation of classroom communities. A conclusion brings the issues together and emphasizes that in their reflective practice, teachers can construct a view of science as a socially constituted, meaning-making activity that includes rather than excludes linguistic minority children. (Contains 62 references.) (JB)
Descriptors: Bilingual Education, Classroom Techniques, Disadvantaged Youth, Educational Environment, Educationally Disadvantaged, Elementary Secondary Education, English (Second Language), Equal Education, Literacy, Minority Group Children, Multicultural Education, Science Instruction, Social Influences, Teacher Role, Teacher Student Relationship, Teaching Methods
TERC Communications, 2067 Massachusetts Avenue, Cambridge, MA 02140.
Publication Type: Opinion Papers; Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.; National Science Foundation, Washington, DC.
Authoring Institution: National Center for Research on Cultural Diversity and Second Language Learning, Santa Cruz, CA.; TERC Communications, Cambridge, MA.; National Center for Research in Mathematical Sciences Education, Madison, WI.