{"doi":"10.18260/1-2--41251","title":"Creating Equitable Access to Engineering Learning for English Learners in Bilingual and Dual-Language Education (Work in Progress)","abstract":"Abstract Socioeconomically marginalized students, particularly those classified as English learners (ELs), are often provided with inequitable access to high-quality educational opportunities. Socioeconomically marginalized students have, on average, less access to effective teaching, including attending schools with underprepared teachers. Dual-language and bilingual education (DLBE) was originally created to explicitly provide ELs from immigrant families with equitable learning opportunities (Cervantes-Soon et al., 2017). DLBE is founded upon the pillars of a) high academic achievement, b) sociocultural competence and c) bilingualism and biliteracy. We worked with cohorts of DLBE teachers in Massachusetts and Puerto Rico (n=24). Our training and data collection was impacted by the Covid-19 pandemic. Participants engaged in a virtual spring institute (4 hours) and were provided with lesson design tools (i.e., a lesson-planning template, lesson planning resources and examples), and focused guidance in the form of coaching meetings. Participants demonstrated their current work in a virtual summer teacher institute, in which they gave each other feedback. Teachers made additional changes based on the feedback. Participants completed surveys before and after the institute. Our research questions for this paper are: How do participating K-5 BLDE teachers apply culturally-sustaining, equity principles and pedagogical practices in and for engineering learning? What attitudes and beliefs about culturally-sustaining, equity-focused engineering learning do participants express? Teachers were enthusiastic about participating in the training, especially the opportunity to obtain practical tools in engineering since they seldom receive any specialized training for DLBE. At the same time, teachers were reluctant to apply the principles of CSP, in particular as it pertained to translanguaging. In our work with BDL teachers, including those who worked in dual language programs that favor strict language separation, our emergent findings suggest that K-5 DLBE teachers must often find a balance between applying policies that disfavor translanguaging and, at the same time, creating spaces for equity and socially-just learning. Often, they work at schools that promote engineering learning, equity-minded, culturally-sustaining pedagogical approaches, but may not favor translanguaging pedagogies. Thus, teachers must balance between these competing interests. Socioeconomically marginalized students, particularly those classified as English learners (ELs), are often provided with inequitable access to high-quality educational opportunities. Socioeconomically marginalized students have, on average, less access to effective teaching, including attending schools with underprepared teachers. Dual-language and bilingual education (DLBE) was originally created to explicitly provide ELs from immigrant families with equitable learning opportunities (Cervantes-Soon et al., 2017). DLBE is founded upon the pillars of a) high academic achievement, b) sociocultural competence and c) bilingualism and biliteracy. We worked with cohorts of DLBE teachers in Massachusetts and Puerto Rico (n=24). Our training and data collection was impacted by the Covid-19 pandemic. Participants engaged in a virtual spring institute (4 hours) and were provided with lesson design tools (i.e., a lesson-planning template, lesson planning resources and examples), and focused guidance in the form of coaching meetings. Participants demonstrated their current work in a virtual summer teacher institute, in which they gave each other feedback. Teachers made additional changes based on the feedback. Participants completed surveys before and after the institute. Our research questions for this paper are: How do participating K-5 BLDE teachers apply culturally-sustaining, equity principles and pedagogical practices in and for engineering learning? What attitudes and beliefs about culturally-sust","journal":"Papers on Engineering Education Repository (American Society for Engineering Education)","year":2024,"id":493972,"datarank":0.0,"base_score":0.0,"endowment":0.0,"self_citation_contribution":0.0,"citation_network_contribution":0.0,"self_endowment_contribution":0.0,"citer_contribution":0.0,"corpus_percentile":null,"corpus_rank":null,"citation_count":0,"citer_count":0,"citers_with_citation_signal":0,"citers_with_endowment":0,"datacite_reuse_total":0,"is_dataset":false,"is_dataset_confidence":0.9507,"is_data_producer":false,"deposit_databanks":null,"is_oa":true,"file_count":0,"downloads":0,"has_version_chain":false,"published_date":"2024-01-01","fair_score":null,"fair_percentile":null,"algorithm_id":"datarank_citation_only_1hop_v6","ranking_scope":"data_only","authors":[{"id":1332083,"name":"Idalis Villanueva","orcid":"0000-0002-8767-2576","position":1,"is_corresponding":false},{"id":1340505,"name":"Marialuisa Di Stefano","orcid":"0000-0001-6833-1269","position":2,"is_corresponding":false},{"id":1340504,"name":"Alberto Esquinca","orcid":"0000-0002-9982-1815","position":0,"is_corresponding":true}],"reference_count":14,"raw_metadata":null,"created_at":"2026-07-19T02:09:07.920649Z","pmid":null,"pmcid":null,"fwci":null,"citation_percentile":null,"influential_citations":0,"oa_status":null,"license":null,"views":0,"total_file_size_bytes":0,"version_count":0,"fair_f":null,"fair_a":null,"fair_i":null,"fair_r":null,"fair_zscore":null,"fair_rationale":null,"fair_model":null,"fair_agent_version":null,"fair_fulltext_source":null,"fair_has_llm":null,"fair_computed_at":null,"clinical_trials":[],"software_tools":[],"db_accessions":[],"linked_datasets":[],"topics":[]}