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ERIC Number: EJ1161058
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: As Provided
ISSN: ISSN-0040-5841
The Role of Bilingualism in Shaping Engineering Literacies and Identities
Mein, Erika; Esquinca, Alberto
Theory Into Practice, v56 n4 p282-290 2017
In this article, we demonstrate ways in which teachers, working within the context of rapidly changing demographics in our country, can create inclusive classroom environments that promote the development of engineering literacies and identities, particularly among bilingual students. We draw on our experience working with two projects funded by the U.S. Department of Education's Minority Science and Engineering Improvement Program (MSEIP) at a large public university on the U.S.-Mexico border to show how educators can create educational spaces that encourage bilingual students to use their full communicative repertoires in developing engineering discourses and identities. In so doing, we highlight the relationship between bilingualism and disciplinary literacy development; describe how hybrid language practices such as translanguaging can contribute to engineering learning; and highlight the role of identities in disciplinary discourses. The practices illustrated in this article have implications not only for college instructors, but also for teachers at the secondary level.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: P120A11008612; P120A130041