Teachers persisted in treating academic English as the endpoint of science learning during the first Language Storybook iteration¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the first Summer PD 2 workshop, debrief reflections reified rather than rearticulated monolingual language ideologies, maintaining an equity-as-access framing despite the immersive French activity. → Ashlyn Pierson 2024

Evidence¶

Ashlyn Pierson 2024¶

Ashlyn Pierson, D. Teo Keifert, Bethany Daniel, Sarah Lee, Tessaly Jen, Adam Bell, Heather Johnson, Rachel Askew, Andrea Henrie. (2024). Designing to support equity-as-transformation perspectives for multilingual science learners. Instructional Science. https://doi.org/10.1007/s11251-024-09674-8

q2 · i? · qualitative · r2

Case-study analysis of the French storybook debrief from the second summer PD with Cohort 1. Teachers connected multimodal strategies to preparing for state English assessments; discussion of the term academic language led teachers to describe academic English as an essential goal, not critical reexamination.

"this reflection during the first Summer PD 2 workshop did not adequately disrupt teachers' deficit ideologies, leading to reification rather than rearticulation of monolingual language ideologies and maintaining a conceptualization of equity-as-access rather than equity-as-transformation."

Discussion¶

Related Claims¶

• Redesigned PD pairing the Language Storybook and Jonathan and the Sun discussion with tailored facilitation shifted the community toward anti-deficit, transformative perspectives — reports the opposite
• An initial PD design that did not distinguish equity conceptions reified deficit perspectives of multilingual learners — a broader claim this one bears on
• An immersive storybook taught entirely in French was designed to help teachers recognize multilingual learners' assets — related