103-2 Designing Bilingual Science Modules to Enhance Elementary Pre-Service Teachers’ Pedagogical Content Knowledge and Cross-Linguistic Awareness

Session: Balancing Tradition and Innovation: Evolving Geoscience Curricula for a Changing World (Posters)

Poster Booth No.: 2

Presenting Author:

Silvia Jessica Mostacedo Marasovic

Authors:

Mostacedo Marasovic, Silvia Jessica¹, Costello, Brenda², Saenz, Patricia³, Leon, Maricela⁴, Mojica Monroy, Zulma⁵, Forbes, Cory T.⁶

(1) Higher Education, Adult Learning and Organizational Studies Department, University of Texas at Arlington, Arlington, Texas, USA, (2) Earth and Environmental Sciences Department, University of Texas at Arlington, Arlington, Texas, USA, (3) Higher Education, Adult Learning and Organizational Studies Department, University of Texas at Arlington, Arlington, Texas, USA, (4) Higher Education, Adult Learning and Organizational Studies, University of Texas at Arlington, Arlington, Texas, USA, (5) Higher Education, Adult Learning and Organizational Studies, University of Texas at Arlington, Arlington, Texas, USA, (6) Higher Education, Adult Learning and Organizational Studies, University of Texas at Arlington, Arlington, Texas, USA,

Abstract:

Bilingual elementary pre-service teachers often face the dual challenge of developing science content knowledge while learning to teach across languages. Many are heritage Spanish speakers who are conversationally fluent but have limited experience using academic language for science instruction. Furthermore, traditional science methods courses typically do not address these linguistic demands, leaving future teachers underprepared for bilingual teaching contexts. This project introduces a set of four asynchronous bilingual science modules designed to strengthen elementary pre-service teachers’ pedagogical content knowledge (PCK) and cross-linguistic awareness. The modules focus on Hydrologic, Climate, Earth, and Planetary systems and are grounded in the 5E model (Engage, Explore, Explain, Elaborate, Evaluate phases) and translanguaging pedagogy. Within each module, the learning activities include learning goals that address both science concepts and translanguaging applications. They incorporate lessons designed to teach the TExES Teacher Competencies for the science core exam, common alternative conceptions, vocabulary aligned with Texas Essential Knowledge and Skills (TEKS) and Next Generation Science Standards (NGSS) in both English and Spanish, and bilingual videos highlighting important background information in the 5E Explain phase. The videos are followed by a short multiple-choice quiz to reinforce key concepts. Each phase also includes tasks that prompt pre-service teachers to reflect on how translanguaging strategies are integrated throughout the lessons. Every lesson culminates in an application task in which participants describe how they would teach a module concept using a translanguaging approach in a bilingual classroom. The modules will be implemented as part of a redesigned junior-year science teaching methods course, “BEEP 4312: Science and Health Education in Dual Language Settings”. The project will also include summer internships at community-based science learning organizations, affording pre-service teachers opportunities to apply what they’ve learned in practice. This presentation focuses on the design of the modules. It highlights how they can support pre-service teachers in building content knowledge, developing bilingual instructional strategies, and gaining confidence in teaching science in Spanish-English classroom settings.

Geological Society of America Abstracts with Program. Vol. 57, No. 6, 2025

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