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Dual Language Teacher Leaders Creating Equitable Spaces in a Cross-State Collaboration to Support K-2 Science
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Author(s): Yuliya Ardasheva (Washington State University, USA), Thomas R. Tretter (University of Louisville, USA), Lori A. Norton-Meier (University of Northern Iowa, USA), Thaddeus Atzmon (University of Northern Iowa, USA), Sherri L. Brown (University of Louisville, USA)and Gladys C. Suarez (Washington State University, USA)
Copyright: 2026
Pages: 36
Source title:
Science Education and Culturally Sustaining Pedagogies: Research, Practices, and Critical Reflections
Source Author(s)/Editor(s): Diane Silva Pimentel (Brown University, USA)and Karen L. Terrell (Loyola University Maryland, USA)
DOI: 10.4018/979-8-3373-5342-5.ch009
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Abstract
This study draws on the expertise of dual language teacher leaders (DLTLs) teaching science, a linguistically and cognitively demanding subject, in the language native to Spanish-dominant and new to English-dominant students. Data come from a three-state project in which teacher leaders collaborated with faculty to develop resources to support young and multilingual students in K-2 science classrooms. Findings document DLTLs' Culturally and Linguistically Responsive, Sustaining Pedagogy approaches shared with the cross-state network, namely: promoting student agency, positioning students and families as valued collaborators, and leveraging the language and cultural assets of students and families. The DLTLs provided pedagogical leadership for participating non-dual language teachers and faculty learning how to leverage pedagogical strategies effective with multilingual learners for science classroom applications. These findings offer actionable pathways to expanding the influence of DLTLs to support science teachers' abilities to be more effective teachers to all primary students.
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