#4030. Engineering design in dual language: how teachers leveraged biliteracy practices to add engineering disciplinary literacy practices

September 2026publication date
Proposal available till 21-05-2025
4 total number of authors per manuscript0 $

The title of the journal is available only for the authors who have already paid for
Journal’s subject area:
Language and Linguistics;
Linguistics and Language;
Education;
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Abstract:
In this two-year ethnographic study, we explored engineering teaching and learning in fourth-grade, dual language (DL) classrooms. We discuss the biliterate disciplinary practices in these classrooms, examining data (field notes, interviews, artifacts, audio, and video recordings) gathered at a school. Our purpose is to highlight how DL teachers collaborated to create an inquiry-based learning environment that fostered biliteracy as a resource for adding new disciplinary literacy practices. They designed experiences where their emergent bilingual students were able to leverage their existing biliterate repertoires to engage in and learn engineering design. The environment teachers promoted the development of engineering disciplinary literacies in two languages.
Keywords:
Engineering design; dual language; learning environment; fostered biliteracy

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