An immersive storybook taught entirely in French was designed to help teachers recognize multilingual learners' assets¶

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? The Language Storybook activity, a substantial revision of the Summer 1 storybook taught entirely in French, immersed teachers as learners so they could experience sensemaking without fluent knowledge of the language of instruction. → 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

Descriptive account of the Summer 2 design within the RepTaLs case study. In the debrief, teachers noticed "the power of learning the words in context" (Soren) and valued exaggerated gestures showing what a word would do, recognizing multimodal representation as legitimate reasoning.

"The goal was to support teachers in recognizing the powerful ways they were able to understand aspects of the science phenomena and to contribute to classroom sensemaking despite not having fluent capabilities in the language of instruction—much like their own multilingual students."

Discussion¶

Related Claims¶

• Teachers persisted in treating academic English as the endpoint of science learning during the first Language Storybook iteration — related
• Redesigned PD pairing the Language Storybook and Jonathan and the Sun discussion with tailored facilitation shifted the community toward anti-deficit, transformative perspectives — related
• An initial PD design that did not distinguish equity conceptions reified deficit perspectives of multilingual learners — related