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The Triangulation of the Science, English, and Spanish Languages and Cultures in the Classroom: Challenges for Science Teachers of English Language Learners

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Multicultural Science Education

Abstract

Science classrooms for Latinos become the crucible for the triangulation of cultures and languages: Spanish, English, and the language of science. Science teachers teaching Latinos/as face the challenge of effectively triangulating three distinct languages and cultures. If this trio is not adequately addressed, science becomes incomprehensible and unattainable, impeding knowledge construction for Latino/a bilingual students acquiring the English language. This chapter examines sociocultural learning and language acquisition for Latino/a emergent bilinguals. From a pedagogical perspective, a teaching scenario serves as the platform for understanding the linguistic barriers and challenges experienced by Latino/a children while in science classrooms. Specific approaches addressing science learning and language development in Latino learners and English language learners are presented. This chapter also considers cultural barriers that may impede Latinos from participating in science and offers a synopsis of challenges science educators face relative to how Latino students experience science as they transition into colleges and science-related majors, highlighting how teachers can facilitate this transition.

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Notes

  1. 1.

    Borinqueño/a is an indigenous term used to identify natives of the island of Puerto Rico.

  2. 2.

    Quisqueyano/a is an indigenous term used to identify natives of the Dominican Republic.

  3. 3.

    Dominican York is a term used to identify Dominicans residing in New York City.

  4. 4.

    Tejano/a refers to individuals of Mexican descent who were born/raised in Texas.

  5. 5.

    For an excellent discussion on emergent bilinguals, refer to Garcia, Kleifgen, and Falchi (2008).

  6. 6.

    Nuyoricans are individuals of Puerto Rican descent residing in the United States.

  7. 7.

    For an excellent discussion on language transfer, see Treffers-Daller and Sakel (2012).

  8. 8.

    For an extended discussion on the mechanics of language acquisition, see Fillmore and Snow (2000); Echevarria, Vogt, and Short (2004); and Hammers and Blanc (2000).

  9. 9.

    E-lists of Spanish-English cognates specific to science are readily available.

  10. 10.

    Spanish-speaking nations, as well as the United States, teach either Castilian or Latin American Spanish (Garcia & Torres-Guevara, 2008).

  11. 11.

    For an extended discussion on the impacts of language development through science inquiry activities, see Abrams and Ferguson (2004/2005); Bergman (2011); Bravo and Garcia (2004); Hampton and Rodriguez (2001); Lynch, Kuipers, Pyke, and Szesze (2005).

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  1. Middle, Secondary, Reading, & Deaf Education, Dewar College of Education & Human Services, Valdosta State University, 1500 N. Patterson Street, Valdosta, GA, 31698, USA

    Regina L. Suriel

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  1. Department of Mathematics and Science Education, University of Georgia, Athens, Georgia, USA

    Mary M. Atwater

  2. Department of Curriculum and Teaching, Auburn University, Auburn, Alabama, USA

    Melody Russell

  3. Univeristy of Central Florida, Orlando, Florida, USA

    Malcolm B. Butler

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Suriel, R.L. (2014). The Triangulation of the Science, English, and Spanish Languages and Cultures in the Classroom: Challenges for Science Teachers of English Language Learners. In: Atwater, M., Russell, M., Butler, M. (eds) Multicultural Science Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7651-7_13

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