Transforming Academic and Cultural Identidad through Biliteracy

通过双语转变学术和文化身份（TACIB）是加利福尼亚州立大学富勒顿分校（CSUF）的合作伙伴，阿纳海姆联合H.S.区和发现科学中心作为核心合作伙伴，阿纳海姆市学区和加州双语教育协会作为支持合作伙伴。在南加州一个以拉丁裔为主的城市社区，通过综合双语/双浸入式策略，提高五年级至八年级学生在数学和科学方面的成绩和态度。TACIB原型将家庭语言学和文化视为资产，整合到教育支持系统的多个维度（正式，非正式，职前，在职，家庭，社区，高等教育）中，并在讲西班牙语和英语的学生中表彰和发展积极的STEM身份和文化身份。TACIB进一步实现了中学生的目标，并促进了可持续的成果：在合作学区提高数学和科学双语教师的质量和数量；让家长参与学生的科学和数学学习；扩大一个非正式科学机构（探索科学中心）的能力，提供西班牙语课程；在大学学科STEM教师中培养对中小学科学和数学教育的认识和参与；加强我校培养科学和数学双语教师的能力。通过采用定性和定量策略的多方法研究，包括治疗组和对照组的准实验设计，TACIB研究议程解决了以下问题：a)双语方法对学生在科学和数学方面的成绩和态度有什么影响？b)双语课堂中哪些教学活动能促进学生积极参与科学和数学的学习？c)家长与双语教师和社区伙伴的接触如何提高家长对学生教育活动的了解和参与？通过该原型MSP的工作，STEM教育界将受益于与创建动态学习生态系统相关的知识，该生态系统尊重并参与学生，家庭和社区的语言和文化维度，以促进数学和科学的成就和积极倾向。

Transforming Academic and Cultural Identidad through Biliteracy (TACIB) is a Partnership of California State University-Fullerton (CSUF), the Anaheim Union H.S. District and the Discovery Science Center as Core Partners, and Anaheim City School District and the California Association for Bilingual Education as Supporting Partners, that advances fifth to eighth grade student achievement in and attitudes toward mathematics and science through integrated dual-language/dual-immersion strategies in an urban predominantly Latino community in southern California. The TACIB prototype recognizes home linguistics and culture as assets, is integrated in multiple dimensions of the educational support system (formal, informal, pre-service, in-service, family, community, higher education), and honors and develops positive STEM identity and cultural identity among students who speak Spanish and English. TACIB further achieves its goals for middle school students and promotes sustainable outcomes by: increasing the quality and number of teachers in mathematics and science with bilingual authorization in the partner school districts; engaging parents in student science and mathematics learning; expanding the capacity of an informal science institution (Discovery Science Center) to offer programs in Spanish; developing awareness of and engagement with science and mathematics education in elementary and secondary schools among university disciplinary STEM faculty; and bolstering the capacity of CSUF to prepare bilingual teachers of science and mathematics.Through the use of a multiple-methodology research employing qualitative and quantitative strategies, including quasi-experimental design with treatment and comparison groups, the TACIB research agenda addresses the following questions: a) What are the effects of a dual-language approach on student achievement in and attitudes toward science and mathematics?; b) What instructional activities in dual-language classrooms facilitate students' active engagement in learning science and mathematics?; and c) How does parental engagement with dual-language teachers and community partners enhance parents' knowledge of and participation in students' educational activities? Through the work of this Prototype MSP, the STEM education community will benefit from the knowledge built related to what it takes to create dynamic learning ecosystems that respect and engage the linguistic and cultural dimensions of students, families, and communities in order to promote achievement in and positive dispositions toward mathematics and science.