Talking Engineering: Students’ Translanguaging in Engineering Education
- Conference
- Location
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Salt Lake City, Utah
- Publication Date
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June 23, 2018
- Start Date
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June 23, 2018
- End Date
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July 27, 2018
- Conference Session
- Tagged Division
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Minorities in Engineering
- Tagged Topic
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Diversity
- Page Count
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9
- DOI
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10.18260/1-2--31042
- Permanent URL
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https://peer.asee.org/31042
- Download Count
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595
Paper Authors
Greses Perez
Stanford University
orcid.org/0000-0003-4737-0888
Greses A. Pérez is a Ph.D. student in Curriculum Studies and Teacher Education with a focus on Science Education. Before coming to Stanford, Greses was a bilingual math and science educator at public elementary schools in Texas, where she served in the Gifted and Talented Advisory District Committee and the Elementary Curriculum Design team. As a science mentor at the Perot Museum, Greses locally supported the development of teachers by facilitating workshops and creating science classroom kits. She taught in bilingual, Montessori and university classrooms in Texas and in Dominican Republic, her birth country. She earned a B.S. in Civil Engineering from Santo Domingo Technological Institute (INTEC) and a M.Eng. in Environmental Engineering from the University of Puerto Rico at Mayagüez (UPRM) as well as a M.Ed. degree in School Leadership from Southern Methodist University (SMU). Her current research interests are located at the intersection of science and engineering education, multilingualism and emerging technologies. She is interested in the teaching and learning of engineering in the science classroom and the opportunities to create a language-rich environment for multilingual learners in this context. Prior to starting her career in education, Greses was a project manager for engineering projects and hydrologic and hydraulic studies.
Abstract
Talking Engineering: Students’ translanguaging in engineering education
Abstract
With the integration of engineering education in the K–12th classroom, students are expected to be competent in the practices of engineering design. From the body of students in the elementary and secondary education system, bilinguals and speakers of languages other than English are one of the fastest growing populations among school children. For them, language represents not only a powerful tool to communicate ideas, but also a critical factor to construct knowledge. In order to best meet the needs of those students, we need to understand the ways bilinguals use language in the context of engineering. This lecture addresses the linguistic patterns of Hispanic fluent functional bilinguals, students who communicate effectively in English and Spanish, in the context of engineering. It also explores the possible affordances embedded in the engineering practices for language learning. Preliminary results suggest the relevant role of language in engineering engagement and the prevalence of hegemonic views of language during the task.
Keywords: bilingual/bicultural; language; science education; engineering education; minorities in engineering
Perez, G. (2018, June), Talking Engineering: Students’ Translanguaging in Engineering Education Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--31042
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