A systematic review of multilingual learner outcomes associated with linguistically responsive science instruction

This systematic literature review examines linguistically responsive science instruction in English-dominant primary and secondary school contexts, with a focus on multilingual learners’ participation and learning outcomes. Multilingual learners possess strengths that are often underleveraged in science classrooms, resulting in missed opportunities for participation and achievement in science. Drawing on Lee and Fradd’s instructional congruence framework and related work on attention to language and multimodal instruction, the review identifies how linguistically responsive instructional practices are implemented in K–12 science classrooms and how these practices relate to multilingual learners’ cognitive and affective outcomes. Following PRISMA-P, we examined 29 empirical studies, a majority of which were conducted in the United States, while the remaining were in English-dominant international formal science education settings. We employed deductive coding to identify instructional practices, and reported student outcomes were subsequently analysed for the presence of cognitive and affective domains of learning. Findings indicate that linguistically responsive instruction is associated with students’ improved scientific language use, conceptual understanding, and participation, as well as affective outcomes related to engagement and identity. While recognising the limitations of a systematic literature review we identify areas for future research that have the potential to enhance science education experiences.