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'Yo Quiero Ser la Voz'/'I Want to Be the Voice': Leveraging Culture and Literacy in Secondary STEM for Promoting Biliteracy and Shaping Bilingual Teacher Identities

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Title: 'Yo Quiero Ser la Voz'/'I Want to Be the Voice': Leveraging Culture and Literacy in Secondary STEM for Promoting Biliteracy and Shaping Bilingual Teacher Identities
Language: English
Authors: Eduardo Mosqueda, Jorge L. Solís (ORCID 0000-0003-3655-2782), Marco A. Bravo, Talia Howard Hanna, Monica Ramos Ramos
Source: TESOL Journal. 2025 16(4).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Sponsoring Agency: Department of Education (ED)
Contract Number: T365Z210172
Document Type: Journal Articles
Information Analyses
Education Level: Higher Education
Postsecondary Education
Descriptors: STEM Education, Multiple Literacies, Bilingual Teachers, Professional Identity, Concept Mapping, Meta Analysis, Student Attitudes, College Students, Critical Thinking, Instructional Design, Persuasive Discourse
DOI: 10.1002/tesj.70082
ISSN: 1056-7941
1949-3533
Abstract: Given the emphasis on critical thinking across the undergraduate curricula, research on argument visualization has significant implications for designing learning activities in higher education. This systematic review examines research on the use of argument maps or diagrams by postsecondary students. The goals were to identify the themes, research questions, and results of systematically identified studies, and to assess the current prospects for meta-analyses. Relevant databases were searched for qualitative, observational, and experimental studies. We coded 124 studies on research design, mapping software, student attitudes, collaborative mapping, and thinking skills. There were 102 empirical studies of which 44% assessed student attitudes toward argument mapping, 40% investigated collaborative argument mapping, and 51% examined the quality or structure of student-constructed argument maps. The causal relationship most frequently investigated was the effect of argument mapping on critical thinking skills. We present the results from selected studies and consider their significance for learning design.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489737
Database: ERIC
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  Data: 'Yo Quiero Ser la Voz'/'I Want to Be the Voice': Leveraging Culture and Literacy in Secondary STEM for Promoting Biliteracy and Shaping Bilingual Teacher Identities
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  Data: <searchLink fieldCode="AR" term="%22Eduardo+Mosqueda%22">Eduardo Mosqueda</searchLink><br /><searchLink fieldCode="AR" term="%22Jorge+L%2E+Solís%22">Jorge L. Solís</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3655-2782">0000-0003-3655-2782</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marco+A%2E+Bravo%22">Marco A. Bravo</searchLink><br /><searchLink fieldCode="AR" term="%22Talia+Howard+Hanna%22">Talia Howard Hanna</searchLink><br /><searchLink fieldCode="AR" term="%22Monica+Ramos+Ramos%22">Monica Ramos Ramos</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22TESOL+Journal%22"><i>TESOL Journal</i></searchLink>. 2025 16(4).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 17
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  Data: 2025
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  Data: Department of Education (ED)
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Literacies%22">Multiple Literacies</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Teachers%22">Bilingual Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Mapping%22">Concept Mapping</searchLink><br /><searchLink fieldCode="DE" term="%22Meta+Analysis%22">Meta Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Persuasive+Discourse%22">Persuasive Discourse</searchLink>
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  Data: 10.1002/tesj.70082
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  Data: 1056-7941<br />1949-3533
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  Label: Abstract
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  Data: Given the emphasis on critical thinking across the undergraduate curricula, research on argument visualization has significant implications for designing learning activities in higher education. This systematic review examines research on the use of argument maps or diagrams by postsecondary students. The goals were to identify the themes, research questions, and results of systematically identified studies, and to assess the current prospects for meta-analyses. Relevant databases were searched for qualitative, observational, and experimental studies. We coded 124 studies on research design, mapping software, student attitudes, collaborative mapping, and thinking skills. There were 102 empirical studies of which 44% assessed student attitudes toward argument mapping, 40% investigated collaborative argument mapping, and 51% examined the quality or structure of student-constructed argument maps. The causal relationship most frequently investigated was the effect of argument mapping on critical thinking skills. We present the results from selected studies and consider their significance for learning design.
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      – TitleFull: 'Yo Quiero Ser la Voz'/'I Want to Be the Voice': Leveraging Culture and Literacy in Secondary STEM for Promoting Biliteracy and Shaping Bilingual Teacher Identities
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