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Graphical Abstract
Abstract
Science museums strive to be learning resources for all families, including those from underserved communities and for whom English is an additional language. To achieve this goal, museums need to (1) connect and engage with bi/multilingual families, and (2) recognize, appreciate, and accommodate the diverse linguistic and cultural resources and patterns of interaction that families bring.
Acknowledgment
The Expanding Repertoires of Practice project was made possible with support from the National Science Foundation DRL 1420724. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. We are grateful to the many science and children’s museum practitioners and early childhood educators who have contributed expertise and guidance.
Notes on contributors section
Grace Jue Yeon Kim ([email protected]) is a PhD candidate in Foreign, Second, and Multilingual Language Education at The Ohio State University in Columbus, Ohio.
Leslie C. Moore ([email protected]) is an Associate Professor in the Department of Teaching and Learning and the Department of Linguistics at The Ohio State University in Columbus, Ohio.
Additional information
Notes on contributors
Grace Jue Yeon Kim
Grace Jue Yeon Kim ([email protected]) is a PhD candidate in Foreign, Second, and Multilingual Language Education at The Ohio State University in Columbus, Ohio.
Leslie C. Moore
Leslie C. Moore ([email protected]) is an Associate Professor in the Department of Teaching and Learning and the Department of Linguistics at The Ohio State University in Columbus, Ohio.