"How Are Acorns Equitable?": Teacher Candidate Perceptions of Immersive Multilingual Experiences

Abstract

Multilingual learners are often marginalized in science learning environments due to deficit-oriented assumptions about their language and sense-making abilities. This paper explores how an immersive multilingual experience in undergraduate science methods courses supported anti-deficit noticing for teacher candidates. Teacher candidates participated in immersive French and Korean science lessons where multilingualism and multiculturalism were centered as resources for learning. Analyzing post-course interviews with participants who referenced the experiences showed how the immersive experiences supported teacher candidates to recognize multilingual learners’ assets that support scientific sense-making. What participants recognized differed based on the language of instruction, facilitation style, and content of the activity, suggesting implications for equity-oriented research and course design.