Responsive Instruction for Emergent Bilingual Learners in Biology Classrooms

生物课堂中新兴双语学习者的响应式教学

• 批准号: 2010153
• 负责人: Julie Brown
• 金额: $ 112.02万
• 依托单位: University of Florida
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-07-01 至 2024-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2010153&HistoricalAwards=false
• 关键词: Responsive; Instruction; Emergent; Bilingual; Learners

The population of students who are emergent bilinguals in the US is not only growing in number but also, historically, has been underrepresented in STEM fields. Emergent bilingual students have not had access to the same high-quality science education as their peers, despite bringing rich academic, linguistic and cultural strengths to their learning. Building on smaller pilot studies and ideas that have shown to be successful in supporting emergent bilingual students’ learning of elementary science, this project seeks to support emergent bilingual students in high school biology classrooms. The project team will study how teachers make sense of and use an instructional model that builds on students’ cultural and linguistic strengths to teach biology in ways that are responsive. The team will also study how such a model impacts emergent bilingual students’ learning of biology and scientific language practices, as well as how it supports students’ identities as knowers/doers of science. The collaboration will include two partner districts that will allow the project work to impact about 11,000 high school students and 30 biology teachers in Florida. Over time, the project team plans to enact and study three cohorts of teachers and students; use the information learned to improve the instructional model; and develop lessons, a website, and other materials that can be applied to other contexts to support emergent bilingual students’ learning of biology. This project will increase emergent bilingual students’ participation in biology classes, improve their achievement and engagement in science and engineering practices, extend current research-based practices, and document how to build on emergent bilingual students’ strengths and prior experiences. In two previous pilot studies through the collaboration of an interdisciplinary team, the project team developed an instructional model that they found supported emergent bilingual students to have high-quality opportunities for science learning. The model builds on research related to culturally responsive instruction; funds of knowledge (including work on identity affirmation and collaboration); and linguistically responsive instruction (including using students’ home languages and multiple modalities, and explicit attention to academic language). Using design-based research, the project team will gather data from two primary settings: their professional development program and biology teachers’ classrooms. They will use these data both to improve the instructional model and professional development for biology teachers. Additionally, the project team will study how teachers use the model to support emergent bilingual students’ biology engagement and achievement, as well as study how biology teachers enact the instructional model in two school districts. The project will work toward three main outcomes: a) to develop new knowledge related to how diverse learners develop language and content knowledge in biology through engaging in science and engineering practices; b) to generate new knowledge about how biology teachers can adapt responsive instruction to local contexts and student populations; and c) to articulate an instructional model for biology teachers of emergent bilingual students that is rigorous, yet practical. The dissemination and sustainability include publishing and presenting findings at a range of conferences and journals; making available the refined instructional framework and professional development materials on a website; communication with district leaders and policymakers; and white papers that can be more widely distributed.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

在美国，新兴双语学生的人数不仅在增加，而且从历史上看，在STEM领域的代表性不足。新兴的双语学生没有获得与同龄人相同的高质量科学教育，尽管他们的学习带来了丰富的学术，语言和文化优势。建立在较小的试点研究和想法，已被证明是成功的支持新兴双语学生的学习基础科学，该项目旨在支持新兴双语学生在高中生物课堂。该项目小组将研究教师如何理解和使用一种教学模式，这种模式建立在学生的文化和语言优势的基础上，以回应的方式教授生物学。该团队还将研究这种模式如何影响新兴双语学生的生物学和科学语言实践的学习，以及它如何支持学生作为科学知识者/实干家的身份。该合作将包括两个合作伙伴地区，这将使该项目的工作，以影响约11,000名高中学生和30名生物教师在佛罗里达。随着时间的推移，项目团队计划制定和研究三组教师和学生;使用学到的信息来改进教学模式;并开发课程，网站和其他材料，可应用于其他环境，以支持新兴双语学生的生物学学习。该项目将增加新兴双语学生在生物课上的参与，提高他们在科学和工程实践中的成就和参与度，扩展当前基于研究的实践，并记录如何建立在新兴双语学生的优势和先前的经验。在之前的两项试点研究中，通过跨学科团队的合作，项目团队开发了一种教学模型，他们发现该模型支持新兴双语学生获得高质量的科学学习机会。该模式建立在与以下方面有关的研究基础上：文化上的回应性教学;知识基金（包括身份确认和合作方面的工作）;语言上的回应性教学（包括使用学生的母语和多种模式，以及明确关注学术语言）。使用基于设计的研究，项目团队将从两个主要环境收集数据：他们的专业发展计划和生物教师的课堂。他们将使用这些数据来改善生物教师的教学模式和专业发展。此外，项目小组将研究教师如何使用该模型来支持新兴双语学生的生物参与和成就，以及研究生物教师如何在两个学区实施教学模型。该项目将致力于三个主要成果：a）开发与不同学习者如何通过参与科学和工程实践发展生物学语言和内容知识有关的新知识; B）产生关于生物学教师如何根据当地情况和学生群体调整反应式教学的新知识;提出一个严谨而又实用的双语教学模式，供双语学生的生物教师使用。传播和可持续性包括在一系列会议和期刊上发表和介绍调查结果;在网站上提供经完善的教学框架和专业发展材料;与地区领导人和决策者进行沟通;该奖项反映了NSF的法定使命，并通过使用基金会的智力价值进行评估，被认为值得支持和更广泛的影响审查标准。