An Exploration of Hybrid Spaces for Place-Based Geomorphology With Latino Bilingual Children

ABSTRACT

Latino bilingual children hold rich understandings, which are underexplored and underutilized in the geoscience classroom. Oftentimes, young Latinos possess unique cultural land experiences shaping their place identities. We consider science as language and culture, and propose place-based geoscience hybrid space explorations that are culturally and linguistically relevant. We explore the different elements that help bilingual children learn geoscience using pre- and postsurvey of their understanding of the processes of erosion, transportation, and deposition; children's marks, drawing, and writing on a photograph; and graphic organizers with children's notes. Several different instructional elements for working with Latino bilinguals, organized around five tenets of culture, arise from our analysis: (1) Utilizing multiple linguistic resources, (2) making explicit connections to alternative interpretations of words, (3) using culturally relevant examples, (4) using alternative and creative ways of operationalizing hybrid spaces, and (5) learning in a community of practice.

Key words::

• Latino education
• English language learners
• bilingual
• geoscience
• culture
• place identity
• place-based geoscience

FIGURE 1: Carlos's completed graphic organizer for note-taking.

FIGURE 2: Mario's pre–post interpretation of terminology.

FIGURE 3: Nina's example illustrating hybrid stances.

FIGURE 4. Sara's example illustrating hybrid stances.

FIGURE 5: Andrés's completed sample observation form.

FIGURE 6: Verónica's postparticipation response.

FIGURE 7. José's pre–postinterpretation of the terminology.

FIGURE 8. Esteban's notes.

TABLE I: Theoretical constructs for geoscience learning.

TABLE II: Questions and suggested responses for pre–postsurvey.

TABLE III: Place-based geoscience activities facilitating Third Spaces.

TABLE IV: Pre–post questions from three children.