Examining a curriculum development process for identifying science content language demands through a professional development model

Principal Investigator:
Alex Guzman

Abstract:
The rising population of multilingual learners presents intricate challenges for science educators, necessitating culturally and linguistically sustaining instruction rooted in language development theories. This study explored a collaborative curriculum development process in addressing these challenges. Through qualitative research methods, including focus group interviews and content analysis, the study examined how the process supports the identification of language demands within the science curriculum and promote equitable science learning experiences for MLs. Findings underscore the importance of contextualized professional learning in enhancing science education for MLs, contributing to more equitable learning environments.

Description of Research:
The increasing population of multilingual learners presents complex challenges for science educators due to their diverse linguistic, sociocultural, and educational backgrounds. To address these challenges, educators must implement culturally and linguistically sustaining instruction, drawing from language development theories embedded within content curricula. Science frameworks impose nuanced language requirements at various levels - word, sentence, and discourse - crucial for the successful engagement of multilingual learners (Lee, et. al., 2013). Collaborative curriculum development emerges as a powerful approach, empowering science and ESL educators to navigate and cater to these intricate linguistic demands.

Within this collaborative framework, there is a deliberate emphasis on academic language development, guiding the creation of tailored instructional strategies, materials, and assessments. Through ongoing collaboration, educators exchange knowledge and enhance their competencies in meeting the diverse needs of students. This continuous professional development, supported by refined curriculum tools, allows educators to deepen their understanding of content and implement effective pedagogical strategies. Consequently, this process fosters personalized professional growth and enhances overall pedagogical practices.

This research study delved into the professional learning experiences of science and ESL teachers engaged in collaborative curriculum development. By employing a qualitative research design, including focus group interviews and content analysis, the study aimed at illuminating how this collaborative process supports the identification of language demands within the science curriculum. Additionally, it looked to demonstrate how such collaboration fosters equitable science learning experiences for MLs while serving as an effective professional development model.

Findings from the study underscore the importance of contextualized professional learning, particularly in the analysis of daily instructional materials, to enhance science education for multilingual learners. This emphasis on contextualized learning contributes to the creation of more inclusive and equitable learning environments, ultimately benefiting all students.