Why Would I Not? Exploring the Sense-Making Around African American Language Among Two STEM Teachers

• In Event: Teachers' Sense-Making About Black Language and Linguistic Justice Pedagogy

Abstract

Objectives/Purpose
This study explores the influence of critical linguistics in mathematics and science education by investigating the sensemaking of current and prospective K-12 teachers as they learn about African American English (AAE)/African American Language (AAL) in their graduate level coursework. Language is not typically an area of emphasis in mathematics and science teachers’ preparation, yet it was a learning objective in the course in which these teachers were enrolled. Thus, our purpose was to explore how teachers have begun to make sense of the way AAL exists within their discipline and among their learners.

Perspective(s) or theoretical framework
AAE is a well-documented language variety historically associated with African American communities in the United States (Rickford & Rickford, 2000). As such, language implicates a very significant relationship to identity (Author, 2021; Baker-Bell, 2020). It has been well-established in the mathematics education literature that the learning process is inherently a matter of identity construction for students (Varelas et al., 2012), and Baker-Bell argues that an anti-Black linguistic racism occurs too frequently, particularly in the case of Black learners. For this reason, teacher education needs to help end this and other forms of marginalization against AAL speakers.

Methods
We used semi-structured interviews to explore the sensemaking of mathematics and science teachers enrolled in an education course taught by the first author. Interview questions focused on teachers' ideas about the relationship between AAL, mathematics and science, and teaching, as well as their experiences in the course.

Data sources
In this manuscript, we analyze 2 interviews with students enrolled in the course mentioned above, who currently work as secondary science teachers and have several years of teaching experience. Both self-identify as White, and both described growing up in racially diverse communities where they encountered AAL on numerous occasions.

Results
When asked to expound on their beliefs about language, Participant 1 explained that science language primarily means technical vocabulary, but overlaps with other categories of language such as AAL. They argued students' forms of language are "still scientific." Similarly, Participant 2 argued that science language primarily referred to technical vocabulary but was distinct from "science thinking,” and argued that developing science thinking is a more important goal than developing science language. Both interviewees asserted that AAL and other marginalized language practices can be natural and proper parts of science and mathematics classroom discourse.

Scientific or scholarly significance of the study or work
It is crucial to prepare teachers to support learners whose language has been deemed deficit and inappropriate for mathematics and science spaces. Through analyzing the sensemaking that these teachers have about AAL and its presence within their classrooms and content areas, greater gains can be accomplished in the training of mathematics and science teachers who possess critical lenses toward curriculum and pedagogy. The participants provide a promising model for the type of thinking we wish to engage other future teacher candidates in around AAL and other marginalized languages.

Authors

• Nickolaus A. Ortiz, Georgia State University
  Presenting Author

• Quentin Sedlacek, Southern Methodist University
  Presenting Author