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Science 20/20 connects future teachers with language learners through STEM enrichment
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By Jim Carlson
t can be said that ideal education partnerships bring together teachers and students to energize and advance each other’s work of learning and figuring out. One example of such a partnership is Science 20/20: Bringing Language Learners into Focus, in which one aspect of the project is conducted in partnership between Penn State’s College of Education and the Hazleton One Community Center. In response to the COVID-19 pandemic and to complete their 20hour practicum experience, 14 preservice teachers worked virtually last fall with 20 emergent bilingual children in grades three to five in an after-school enrichment program focused on STEM education. This semester, those numbers doubled as two cohorts of 14 pre-service teachers are working with up to 40 elementary students. Pre-service teacher Samantha Garcia participated during the fall semester as part of the WLED 483 class and exercised the option she had to return to the project during the spring. “It means the world to me,” she said. “Studying to be ESL-certified has empowered me to describe myself as an advocate for my future students; it is important for me to show them that their education does matter, and I want to put in the hard work and dedication for them. From getting to collaborate with peers and the mentors, I was introduced to different types of thinking and planning along with co-planning which stressed communication, flexibility and having an open mind.” Science 20/20’s work with the Hazleton One Community Center is part of a larger community-
Photo: Provided by Science 20/20
Students involved in the Science 20/20 project in Hazleton work on a science experiement with their pre-service teacher from Penn State.
school-university partnership. As part of a five-year federally funded National Professional Development grant from the U.S. Department of Education’s Office of English Language Acquisition, the Science 20/20 team collaborates with school district and community partners to provide unique opportunities for preservice and practicing teachers to engage students in meaningful and authentic science and language practices. Science 20/20 had the opportunity to connect future teachers enrolled in WLED 483: Evaluating Schools Performances and Programs with English Language Learners (ELLs) to virtual placements. “This experience links the ESL Certification Program to English learners remotely in response to the needs of both the Hazleton community and the needs of student teachers to adapt to remote teaching in response to COVID,” said May Lee, instructor of education in the Department of
Curriculum and Instruction and the project coordinator. Lee said one of the cornerstones of equity that runs across the project and throughout College of Education programs is questioning who gets access to these kinds of opportunities. “I think the students that we work with at the community center and as part of the project aren’t necessarily afforded opportunities for STEM education enrichment,” she said. Agreeing with the focus on equitable access, Carla ZembalSaul, professor of education (science education) and project director, said, “Including opportunities to work with children who are from communities that experience unequal distribution of resources and power, or who are part of groups that have been historically marginalized in science, is important to future teachers’ development as effective, anti-racist educators.” Penn State Education
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