BOARD # 425: Preliminary Results from the Elementary Teacher Professional Learning in Equitable Engineering Pedagogies for Multilingual Students Project (DRK12)

This paper reports on some initial results from our National Science Foundation (NSF) grant entitled Elementary Teacher Professional Learning in Equitable Engineering Pedagogies for Multilingual Students. This project works with third grade teachers of emerging multilingual students to integrate translanguaging practices into their classrooms as well as engineering lessons. Preliminary results of our teachers' learning and growth as teachers of engineering can be found in other papers [1], [2], [3]; this paper focuses on a major goal of our project, a sustained professional learning experience model for elementary school teachers.