Retiring the term English language learners: Moving toward linguistic justice through asset‐oriented framing

González‐Howard, María; Suárez, Enrique

doi:10.1002/tea.21684

Cited by 55 publications

(43 citation statements)

References 10 publications

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“…The education of MLs in content areas is a prime case of this shift from a deficit‐oriented view to an asset‐oriented view (González‐Howard & Suárez, 2021; Lee et al, 2013; National Academies of Sciences, Engineering, and Medicine [NASEM], 2018; also see Rivera Maulucci & Mensah, 2015). Traditional approaches to ML education in the content areas focused on what MLs are lacking (i.e., English language proficiency) and how to fix this problem, for example, by preteaching and frontloading vocabulary as a precursor or prerequisite for MLs to participate in content area learning.…”

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confidence: 99%

Asset‐orientedframing of science and language learning with multilingual learners

Lee

2021

J Res Sci Teach

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confidence: 99%

Asset‐orientedframing of science and language learning with multilingual learners

Lee

2021

J Res Sci Teach

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“…Education can maximize the experiences that Eng+ students already bring to the classroom, framing language backgrounds as assets and not deficits, as Eng+ students are a diverse group of learners who bring unique multilingual perspectives to the classroom. Moreover, persistent deficit-framing can limit Eng+ students engagement in science learning experiences (González-Howard & Suárez, 2021;O. Lee, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…Other demographic factors may have contributed to how participants responded, including grade-point average, socioeconomic status, racial/ethnic background, immigrant/newcomer status, based on previous research (Afitska & Heaton, 2019;González-Howard & Suárez, 2021;LaCosse et al, 2020;O. Lee, 2005).…”

Section: Limitationsmentioning

confidence: 99%

The role of language in students’ justifications of scientific phenomena

Deng

Rahmani

Flynn

2022

Preprint

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Making decisions and constructing arguments with scientific evidence and reasoning are essential skills for all members of society, especially in a world facing complex socioscientific issues (climate change, global pandemics, etc.). Argumentation is a complex linguistic practice, but little is known about how students from diverse language backgrounds engage in argumentation. The goal of this study was to identify how students’ English language proficiency/history was associated with the reasoning demonstrated in their written arguments. We found that students with lower English proficiency and less English history produced fewer causal responses compared to students with higher English language proficiency and history. Follow-up interviews with fifteen participants revealed that students’ comfort communicating in English on assessments depended on a combination of general and academic language experiences. Findings suggest a need to identify what barriers students from diverse language backgrounds encounter during argumentation to ensure students from all language backgrounds have equitable opportunities to demonstrate their abilities.

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Section: Limitationsmentioning

confidence: 99%

The role of language in students’ justifications of scientific phenomena

Deng

Rahmani

Flynn

2021

Preprint

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Constructing scientific arguments is an essential skill for members of society, especially in a world facing complex socioscientific issues. Educators can help students develop scientific argumentation skills; however, argumentation is a complex linguistic practice and little is known about how English language learners construct arguments in English. We investigated how undergraduate science students’ English language proficiency and history were associated with their level of reasoning in scientific arguments (N = 166). We found that participants’ English language experiences, including their proficiency and history, were associated with the level of reasoning demonstrated. These findings suggest a need to identify the associated barriers faced by students from diverse language backgrounds and design equitable educational supports and assessments.

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Retiring the term English language learners: Moving toward linguistic justice through asset‐oriented framing

Cited by 55 publications

References 10 publications

Asset‐orientedframing of science and language learning with multilingual learners

Asset‐orientedframing of science and language learning with multilingual learners

The role of language in students’ justifications of scientific phenomena

The role of language in students’ justifications of scientific phenomena

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