Broadening Participation Among Multilingual Learners Through High School Teachers' Professional Learning Experiences in the Instructional Conversation Pedagogy

This three-year project aims to increase multilingual students’ engagement in scientific and engineering practices (SEPs) through a model of professional learning for high school teachers focused on embedding the Instructional Conversation (IC) pedagogy within standards-aligned SEPs. Under this model, science teachers will collaborate with English for Speakers of Other Languages (ESOL) teachers to co-develop linguistically-sustaining instructional materials that provide students with intentionally scaffolded opportunities to use scientific dialogue as they engage in the SEPs.