Developing Prospective Teachers' Language-Expansive Noticing: Attuning to multilingual students' scientific sensemaking during interactive science interviews.
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| Title: | Developing Prospective Teachers' Language-Expansive Noticing: Attuning to multilingual students' scientific sensemaking during interactive science interviews. |
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| Authors: | González-Howard, María (AUTHOR) mgonzalez-howard@austin.utexas.edu, Robinson, Carla (AUTHOR), Andersen, Sage (AUTHOR), Vazquez Esparza, Mariana (AUTHOR), Rodriguez, Nireyda (AUTHOR) |
| Source: | Science & Children. Sep/Oct2025, Vol. 62 Issue 5, p26-32. 7p. |
| Subject Terms: | *Multilingual education, *Science education, *Experiential learning, *Language awareness, *Teacher education, *Educational equalization, *Educational evaluation, Multilingual communication |
| Abstract: | Enacting reform-oriented, phenomenon-based instruction provides us an opportunity to more equitably teach science. Particularly, our teaching can be stronger when we elicit, notice and then use all students' ideas and questions to inform how students collaborate to figure out phenomena. However, this is only possible if we learn to expansively notice the many language resources multilingual students have available for sharing their thinking, which requires teachers to see and hear beyond what has been traditionally privileged in school spaces. In this piece, we describe how we draw upon translanguaging theory and pedagogy to prepare prospective teachers to teach science with multilingual students. Specifically, we share and illustrate how we approach using interactive science interviews to develop prospective teachers' language-expansive noticing of multilingual students' scientific sensemaking. Language-expansive noticing describes an asset-based instructional practice that enables teachers to recognize the nuanced ideas students have about phenomena in addition to the ways multilingual students engage in translanguaging (i.e., using linguistic and multimodal resources) to communicate their thinking. As science teachers (preservice and inservice alike) learn to notice their multilingual students' brilliant ideas and questions in language-expansive ways, they will better be able to use them to transform their science instruction. [ABSTRACT FROM AUTHOR] |
| Copyright of Science & Children is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 187843169 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Developing Prospective Teachers' Language-Expansive Noticing: Attuning to multilingual students' scientific sensemaking during interactive science interviews. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22González-Howard%2C+María%22">González-Howard, María</searchLink> (AUTHOR)<i> mgonzalez-howard@austin.utexas.edu</i><br /><searchLink fieldCode="AR" term="%22Robinson%2C+Carla%22">Robinson, Carla</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Andersen%2C+Sage%22">Andersen, Sage</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Vazquez+Esparza%2C+Mariana%22">Vazquez Esparza, Mariana</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rodriguez%2C+Nireyda%22">Rodriguez, Nireyda</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Science+%26+Children%22">Science & Children</searchLink>. Sep/Oct2025, Vol. 62 Issue 5, p26-32. 7p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Multilingual+education%22">Multilingual education</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+awareness%22">Language awareness</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingual+communication%22">Multilingual communication</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Enacting reform-oriented, phenomenon-based instruction provides us an opportunity to more equitably teach science. Particularly, our teaching can be stronger when we elicit, notice and then use all students' ideas and questions to inform how students collaborate to figure out phenomena. However, this is only possible if we learn to expansively notice the many language resources multilingual students have available for sharing their thinking, which requires teachers to see and hear beyond what has been traditionally privileged in school spaces. In this piece, we describe how we draw upon translanguaging theory and pedagogy to prepare prospective teachers to teach science with multilingual students. Specifically, we share and illustrate how we approach using interactive science interviews to develop prospective teachers' language-expansive noticing of multilingual students' scientific sensemaking. Language-expansive noticing describes an asset-based instructional practice that enables teachers to recognize the nuanced ideas students have about phenomena in addition to the ways multilingual students engage in translanguaging (i.e., using linguistic and multimodal resources) to communicate their thinking. As science teachers (preservice and inservice alike) learn to notice their multilingual students' brilliant ideas and questions in language-expansive ways, they will better be able to use them to transform their science instruction. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Science & Children is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187843169 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00368148.2025.2528270 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 7 StartPage: 26 Subjects: – SubjectFull: Multilingual education Type: general – SubjectFull: Science education Type: general – SubjectFull: Experiential learning Type: general – SubjectFull: Language awareness Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Educational evaluation Type: general – SubjectFull: Multilingual communication Type: general Titles: – TitleFull: Developing Prospective Teachers' Language-Expansive Noticing: Attuning to multilingual students' scientific sensemaking during interactive science interviews. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: González-Howard, María – PersonEntity: Name: NameFull: Robinson, Carla – PersonEntity: Name: NameFull: Andersen, Sage – PersonEntity: Name: NameFull: Vazquez Esparza, Mariana – PersonEntity: Name: NameFull: Rodriguez, Nireyda IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep/Oct2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00368148 Numbering: – Type: volume Value: 62 – Type: issue Value: 5 Titles: – TitleFull: Science & Children Type: main |
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