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September 17, 2025Journal of Research in Science TeachingOpen Access

Language as “Resource”? Why Science Education's Raciolinguistic Histories Matter Today

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Authors

KKKathryn L. KirchgaslerDRDiego Román

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Overview

Analysis reveals how US science education traditionally views multilingualism, suggesting reforms might challenge raciolinguistic hierarchies.

Key Points

  • Current science education evaluates multilingualism, viewing students' languages as both assets and deficits.
  • Historical analysis shows how Spanish-speaking students were positioned as problems and resources in science education.
  • The study identifies mechanisms that portray students' languages as valuable or needing refinement toward a homogenized ideal.
  • Concerns arise that reforms may unintentionally reinforce existing hierarchies while promoting linguistic resources.

Cite This Study

Kirchgasler et al. (2025) studied this question.

synapsesocial.com/papers/68d45b0b31b076d99fa5d17bhttps://doi.org/10.1002/tea.70020
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