Disciplinary Practices with Multilingual Learners in the Content Areas: Investigating Grasp of Practice in Fifth-Grade Science

ABSTRACT

Contemporary conceptions of content learning that emphasize disciplinary practices offer opportunities to see and hear multilingual learners’ (MLs’) participation in new ways. However, research on disciplinary practices with MLs has primarily targeted those practices traditionally considered language intensive, such as explanation and argumentation. As this research expands to disciplinary practices less familiar to language educators, it may benefit from cross-fertilization with research in content area education (e.g., science and mathematics) and, specifically, the constructs and frameworks those fields have developed to characterize effective participation in disciplinary practices. This study used the construct of grasp of practice to investigate MLs’ participation in the science disciplinary practice of modeling. By enhancing its current repertoire of constructs and frameworks with those developed by disciplinary colleagues, research in language education can capture a broader spectrum of what is valued in content learning and, in doing so, refute deficit views of MLs in content classrooms.

KEYWORDS:

• Content and language integration
• disciplinary practices
• equity
• multilingual learners
• science education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was generously supported by the National Science Foundation [DRL-1503330], Educational Testing Service, National Federation of Modern Language Teachers Associations, and The International Research Foundation for English Language Education.

Notes on contributors

Scott E. Grapin

Scott E. Grapin is an assistant professor of language, literacy, and learning in the School of Education and Human Development at the University of Miami. Broadly, his research centers on fostering equitable learning environments for multilingual learners in K-12 settings, particularly in their content area classes. His most recent research focuses on the teaching and assessment of multilingual learners and their peers in science classrooms.

Lorena Llosa

Lorena Llosa is a professor of education in the Steinhardt School of Culture, Education, and Human Development at New York University. Her work addresses the teaching, learning, and assessment of content and language of English learners in K-16 contexts.

Okhee Lee

Okhee Lee is a professor in the Steinhardt School of Culture, Education, and Human Development at New York University. Her research involves integrating science, language, and computational thinking with all students with a focus on English learners.