CAREER: Analyzing the Nexus between Advantaged Social Positioning and Science Identity Development Among English Language Learners

职业：分析英语学习者的优势社会地位与科学认同发展之间的关系

• 批准号: 1652752
• 负责人: Shakhnoza Kayumova
• 金额: $ 77.88万
• 依托单位: University of Massachusetts, Dartmouth
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-09-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1652752&HistoricalAwards=false
• 关键词: CAREER; Analyzing; Nexus; between; Advantaged

Over 5.4 million of the U.S. public school students are identified as English language learners (ELLs), with 4.4 million being Spanish-speaking. Despite the increasing ELL population and growing demands for STEM jobs, research has noted mounting disparities in ELLs' science achievement and their substantial underrepresentation in the STEM workforce. Addressing the growing disparities between ELLs and their counterparts in STEM fields remains a national priority. This CAREER project examines the empirical nexus between ELL students' language identity and science identity development. The project addresses the pressing need for empirical studies that combine theoretical perspectives from second language education, linguistics, and science education to understand science identity development among ELLs. Based on social positioning theory, the research argues that ELLs' disadvantaged positioning in their educational experiences (due to their limited language proficiencies) undermines their developing educational identities. The proposed research takes place at a STEM Summer Out-of-School (OST) Program in a university setting in Southern Massachusetts. The project includes ELL middle school students, who come from ethnically/racially, linguistically diverse and a low-income urban educational context from Gateway cities in Southern Massachusetts. NSF's CAREER Program is a Foundation-wide activity that offers the National Science Foundation's most prestigious awards in support of junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education and the integration of education and research within the context of the mission of their organizations. Using longitudinal mixed-methods and experimental research design, the project's central hypothesis is that interventions that support boosting ELLs' language identities, such as positioning them as cognitively advantaged, will positively interact with ELLs' learning and identifying with science, namely their science identities. The research will generate understandings about the role language-based perceptions have in ELLs' language identities, and more specifically, will measure the impact of advantaged positioning on ELLs' science identity development over time. Further, the project will formulate new and innovative methods teachers can use to recognize and promote competent science performance and language identity development among ELLs. Results will help educators, policy-makers, and researchers design effective instructional programs that support long-term educational achievement and identity development among ELLs. This project is funded by the Division of Research on Learning's Discovery Research PreK-12 program (DRK-12), which seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by PreK-12 students and teachers, through research and development of STEM education innovations and approaches.

超过540万的美国公立学校学生被认定为英语学习者（ELLs），其中440万人说西班牙语。尽管ELL人口不断增加，对STEM工作的需求也不断增长，但研究表明，ELL在科学成就方面的差距越来越大，而且他们在STEM劳动力中的代表性严重不足。解决ELLs与STEM领域同行之间日益扩大的差距仍然是国家的优先事项。这个职业项目考察了外语学生的语言认同和科学认同发展之间的实证联系。本研究旨在结合第二语言教育、语言学和科学教育的理论视角，开展实证研究，以了解中学生的科学认同发展。基于社会定位理论，该研究认为ELLs在其教育经历中的不利定位（由于其有限的语言熟练程度）破坏了他们正在发展的教育身份。拟议的研究在马萨诸塞州南部一所大学的STEM暑期校外（OST）项目中进行。该项目包括ELL中学生，他们来自种族/种族，语言多样，来自马萨诸塞州南部门户城市的低收入城市教育背景。美国国家科学基金会的职业计划是一项基金会范围内的活动，提供美国国家科学基金会最负盛名的奖项，以支持那些通过杰出的研究、优秀的教育以及在其组织使命的背景下将教育和研究结合起来，体现教师学者角色的青年教师。采用纵向混合方法和实验研究设计，该项目的中心假设是支持增强ELLs语言身份的干预措施，例如将他们定位为认知优势，将与ELLs的学习和科学认同，即他们的科学身份积极互动。该研究将有助于理解基于语言的感知在ELLs的语言认同中所起的作用，更具体地说，将衡量优势定位对ELLs科学认同发展的影响。此外，该项目将制定新的和创新的方法，教师可以用它来识别和促进学生的科学表现和语言认同的发展。研究结果将有助于教育工作者、政策制定者和研究人员设计有效的教学计划，以支持学生的长期教育成就和身份发展。该项目由学习研究部的发现研究PreK-12项目（DRK-12）资助，该项目旨在通过研究和开发STEM教育创新和方法，显著提高PreK-12学生和教师对科学、技术、工程和数学（STEM）的学习和教学。

项目成果

Toward onto-epistemic Justice: Making Identities and Agencies of Bilingual/Multilingual learners Visible in Science Education.

迈向认知正义：使双语/多语言学习者的身份和机构在科学教育中可见。

• 发表时间: 2020
• 期刊: International Conference of Learning Sciences Proceedings.
• 作者: Kayumova, S. &