Seventh International Conference on Immersion and Dual Language Education

Strand V: Teachers, Administrators, Preparation and Professional Learning

Spanish

Elementary (K-5)

Teachers in dual language immersion (DLI) programs are uniquely positioned to be at the forefront of preparing our next generation of engineers as bilingual skills are increasingly recognized as an asset in K-12 programs. However, teaching K-5 engineering remains a complex challenge. We explored ways that instructional rounds (meetings and follow-up activities) for K-5 bilingual teachers can equip them to contextualize the norms and practices of engineering for their Latinx students. This exploratory mixed-method study (emphasis on the qualitative findings) adhered to a semi-longitudinal design. The first phase consists of exploring teachers’ understanding of the norms, practices, and beliefs of an engineering profession from a contextual and cultural standpoint. The second and third phases will follow a sub-set of participating teachers that use and modify instructional rounds to include linguistic and cultural approaches to situate engineering in their Spanish courses for two years.