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12. Embracing diversity: Examples from science classrooms in Sweden, Luxembourg and the U.S.
Thursday 24th August Symposia Session III, 09:00 - 11:00
Q122

Our science classrooms are increasingly culturally and linguistically diverse. The ensurance of equal opportunities for all students becomes evermore important. In our symposium we present four cases of culturally and linguistically diverse (CLD) students from primary and secondary schools in Sweden, Luxembourg and the US. We address the following themes: The need to assure equal science learning opportunities for all students and CLD students in particular; The need to increase attention to all available resources CLD students use for meaning making and   communicating in the science classroom, verbal and nonverbal; The need to raise awareness about the difficulties CLD students encounter in different countries and how learning from these contexts may assist in developing effective policies and practices. The first presentation explores the access to equitable science learning opportunities for newly arrived students in a out-of-school STEM program in Sweden and the effect in the mediation and engagement of these students in this new community of practice. The second presentation aims at better understanding the use of gestures as a further resource for expressing scientific knowledge in two bilingual classes in Sweden. The third presentation investigates how plurilingual students use their entire language repertoire and multimodal strategies for meaning making in a science class in Luxembourg. The last presentation compares for the first time two school systems with a high proportion of CLD students, the USA and Luxembourg, focusing on their two largest ethnic minorities, and highlighting the striking similarities regarding sociocultural, institutional, and language factors these groups face. We will close the symposium with a discussion about the needs, opportunities and obstacles CLD students experience in the countries represented, as well as share insights on how equitable science education can benefit CLD students no matter in which country they might be.

Chairperson: Gorges Anna, Université du Luxembourg, Luxembourg
Discussant: Sonya N. Martin, Seoul National University, Republic of Korea

S12.3.2.1 Creating inclusive science learning opportunities for newly arrived students in Sweden: Examining an afterschool program
Geeta Verma*1, Per-Olof Wickman2, Cecilia Kozma3
1University of Colorado Denver, Denver, USA, 2Stockholm University, Sweden, 3Vetenskapens Hus, Sweden
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S12.3.2.2 Gesticulating science: Bilingual students' learning as mediated action
Zeynep Ünsal*, Britt Jakobson, Bengt-Olov Molander
Department of Mathematics and Science education, Stockholm University, Sweden
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S12.3.2.3 Translanguaging as a strategy for meaning making in a multilingual secondary science classroom in Luxembourg
Anna Gorges
Université du Luxembourg, Luxembourg
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S12.3.2.4 Latin@s and portuguese-speaking students in science: Reflections from the USA and Luxembourg
Alberto J. Rodriguez*1, Roberto Gómez Fernández2, Christina Siry1
1Purdue University, USA, 2Université du Luxembourg, Luxembourg
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