Exploring bilingual and dual language teachers' perspectives on asset-based professional development in science and engineering. Issue 2 (3rd April 2022)

• Record Type: Journal Article
• Authors: Di Stefano, Marialuisa; Villanueva Alarcón, Idalis; McEneaney, Elizabeth; Marte Zorrilla, Edwin; Esquinca, Alberto
• Is Part Of: Bilingual research journal. Volume 45:Issue 2(2022)
• Page Start: 222
• Page End: 241
• Publication Date: 2022-04-03
• Subjects: Education, Bilingual -- United States -- Periodicals; Minorities -- Education -- United States -- Periodicals; Languages, Modern -- Study and teaching -- United States -- Periodicals; 370.1175097305
• DOI: 10.1080/15235882.2022.2118195
• Languages: English
• ISSNs: 1523-5882

Abstract

ABSTRACT: In this article, we report on a mixed method study conducted through a previously validated bilingual instrument. The purpose was to understand elementary bilingual and dual language (BDL) teachers' perspectives of science and engineering (S&E) teaching in Massachusetts and Puerto Rico with the goal of developing situated professional development in science and engineering (S&E). Our findings suggest that an asset-based, and content-language integrated approach is needed to develop BDL professional development models attuned to specific locations, program models, and grade levels. Implications for our findings transferred to academic practices for BDL teachers are included.