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Direct linkKathryn L. Kirchgasler; Diego Román – Journal of Research in Science Teaching, 2025
Our study explores how US science education has evaluated multilingual students' languages as deficits and/or assets by comparing them against normative ideals. As a raciolinguistic genealogy, the study situates current premises of language in science education (e.g., as problem versus resource) within epistemological practices shaping the field's…
Descriptors: Science Education, Race, Linguistics, Epistemology
