Every Teacher is a Language Teacher

Elsherief, Heba; Masson, Mimi

doi:10.20381/an3d-6k16

Cited by 2 publications

(1 citation statement)

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“…With ongoing efforts to promote and support diversity in the chemical sciences, the effects of English as an international language on a chemistry community with rich linguistic diversity must be considered, as language dictates how we learn , communicate , and do science. ,− Deeper understanding of the role of language in science may also lead to a more holistic understanding of the experiences of racialized chemists, creating pathways toward equity, inclusion, and justice in science more broadly. − …”

Section: Literature Review: Chemistry Trainees Come From a Diversity ...mentioning

confidence: 99%

“I Am Working 24/7, but I Can’t Translate That to You”: The Barriers, Strategies, and Needed Supports Reported by Chemistry Trainees from English-as-an-Additional Language Backgrounds

Deng

Flynn

2023

J. Chem. Educ.

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Having a shared language such as English facilitates the globalization of science, but it can also limit science by posing barriers for those who have learned English-as-an-additional language (Eng+). Research on the experiences of Eng+ graduate students and postdoctoral researchers ("trainees") is needed as our scientific community becomes more diverse and continues working toward improving equity and inclusion; without such research, we risk losing out on perspectives and expertise that might otherwise strengthen scientific progress. We investigated three research questions: (1) What are Eng+ chemistry trainees' language experiences before entering English-dominant research programs? (2) What language barriers have trainees faced in learning, communicating, and doing chemistry? and (3) What strategies and supports have been helpful or needed? In focus groups and interviews with 18 Eng+ trainees, participants described having diverse language experiences before entering English-dominant research programs and faced challenges working in an English research environment. Participants reported avoiding interactions with colleagues, exacerbated feelings of imposter syndrome, needing extra time to learn or communicate, and not being able to fully express their knowledge. Participants expressed an ongoing desire to learn English and described various independent strategies to navigate challenges. All participants believed that research supervisors and institutions needed to play a larger role in supporting Eng+ trainees, such as supervisors who offer personal and professional support, and institutional supports that provide chemistry-specific knowledge-building and networking opportunities. Based on the findings, we recommend approaches that supervisors and institutions can enact that may improve linguistic equity in the chemical sciences.

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Section: Literature Review: Chemistry Trainees Come From a Diversity ...mentioning

confidence: 99%

“I Am Working 24/7, but I Can’t Translate That to You”: The Barriers, Strategies, and Needed Supports Reported by Chemistry Trainees from English-as-an-Additional Language Backgrounds

Deng

Flynn

2023

J. Chem. Educ.

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Social Justice in Action

Spitzman

Balconi

2019

JoSoTL

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Teachers of all students, particularly English Learners (ELs), need to integrate social justice pedagogy into their lessons so that all learners are included in the learning process, thinking critically about curriculum and taking action in the face of injustice. There has been some research into teacher preparation programs focusing on how they integrate culturally responsive and social justice pedagogy into their curricula and whether there has been a positive impact on teachers’ self-awareness, social justice knowledge and classroom practices as a result (Ruffin, 2016; Thieman, 2016). However, these studies do not address lesson content. This document analysis study, framed theoretically with critical intercultural communication (Halualani & Nakayama, 2010), explored the integration of social justice principles into lesson plans developed by pre-service and in-service English as a second language (ESL) teachers who were pursuing a TESOL graduate degree (Initial License) at a university in the Northeast of the United States. The lesson plans were analyzed using a rubric aligned with the Social Justice Standards: The Teaching Tolerance Anti-Biases Framework. The exploration unveiled the need for more connections to students’ backgrounds, structured in-class dialogues, support for linguistic needs and modeling of intercultural practices.

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Every Teacher is a Language Teacher

Cited by 2 publications

References 0 publications

“I Am Working 24/7, but I Can’t Translate That to You”: The Barriers, Strategies, and Needed Supports Reported by Chemistry Trainees from English-as-an-Additional Language Backgrounds

“I Am Working 24/7, but I Can’t Translate That to You”: The Barriers, Strategies, and Needed Supports Reported by Chemistry Trainees from English-as-an-Additional Language Backgrounds

Social Justice in Action

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