The triangulation of the Science, English, and Spanish languages and cultures in the classroom: Challenges for science teachers of English language learners

Abstract

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.