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Demographic trends in Korea indicate that the student population is becoming more diverse with regards to culture, ethnicity and language. These changes have implications for science classrooms where inquiry-based, student-centered activities require culturally and linguistically diverse (CLD) students to connect with their peers and successfully navigate both everyday and content specific language. This study introduces the K-TASILT (Korean Teachers' Attitudes and Self-efficacy for Inquiry and Language based Teaching) questionnaire, which we designed to investigate Korean teachers' conceptions of diversity, inquiry teaching, and language education to help explore attitudes and self-efficacy towards teaching inquiry and language skills to CLD students. An analysis of 144 primary and secondary schools teachers' responses revealed that they have fairly positive attitudes towards CLD students and positive self-efficacy for teaching inquiry, but they also have limited self-efficacy for implementing effective language teaching supports for using inquiry teaching with CLD students. We raise questions about the ways in which teachers' attitudes and beliefs about inquiry teaching and language acquisition could shape teaching practices that limit or afford opportunities for CLD students to participate in school science. We offer implications for science teacher education programs in Korea focused on enhancing diversity and 1801 especially true in classrooms where teachers use inquiry teaching strategies that emphasize language use and social interactions between CLD students and their peers. This study seeks to fill this gap by exploring these issues in the context of Korea where a recent rise in immigration has resulted in a rapid increase in CLD student population in the public school system.In this paper, we describe the development of K-TASILT (Korean Teachers' Attitudes and Self-efficacy for Inquiry and Language based Teaching), an instrument designed to explore Korean teachers' attitudes and self-efficacy towards teaching inquiry and language skills to CLD students. In addition to discussing our method for ensuring validation and reliability, we also share findings from survey implementation that suggest Korean teachers' attitudes and beliefs about cultural and linguistic diversity have the potential to impact how CLD students experience school and science. We use our findings to draw attention to some of the challenges Korean teachers and CLD students face when teaching and learning science content in inquiry-based classrooms. Building from these findings, we raise questions about the need for programs designed to support Korean teachers to better understand diversity and to be able to implement multicultural and second language education strategies, especially in content specific classrooms where CLD students are learning science. We conclude by raising more questions for future research and by discussing the implications of our work for researchers and science teacher educators in educational contexts that are la...

This paper explores the cultivation of STEAM literacy through the employment of practices derived from traditional reading strategies. This teaching and learning framework focuses on utilizing multimodal texts to increase exposure and opportunities for students to creatively explore diverse realms of STEM through the arts. Featuring student-centered endeavors through self-selected texts and in-class reading practices followed by tiered scaffolded discourse engagements, this framework initiates greater interest, autonomy, and culturally and linguistically authentic practices enhancing STEAM literacy. Embedded in the implications is the deconstruction of frequently aggregated STEM data that “overrepresents” the Asian demographic. Using the lens of the model minority myth, this paper attempts to disaggregate the Asian category, illuminating the actual diaspora that makes up the Asian and Asian American communities, many of which are not represented in STEM fields. Through more reading opportunities and fostering discourse practices, the arts contribute greater inclusion, cultivating STEAM literacy for all students.