2025/09/12 by Yuliya Ardasheva, Lindsay K. Lightner, Shenghai Dai +8 · 1 voice
Arts and Humanities · Psychology · #EFL/ESL Teaching and Learning #Reading and Literacy Development #Second Language Learning and Teaching
paper · doi:10.4018/979-8-3373-2995-6.ch007
openalex publication_date 2025/09/12 · openalex created_date 2025/11/28 · openalex updated_date 2026/06/11
As part of a larger project focused on early and upper elementary grades, this chapter on language materials development focuses on collaboration among teachers, faculty, and teacher candidates aimed at developing a) evaluation systems, b) instructional routines and techniques, and c) learning materials for dual language settings. The chapter reports on one collaborative strand involving an early elementary dual language teacher, who taught science in Spanish to Spanish-dominant and English-dominant students, two Dual Language Pathway Certificate teacher candidates, five university faculty, and three graduate students with expertise in language and science education. Stage 1 of the study identified teacher and student science vocabulary instructional needs in dual language settings. Stage 2 focused on materials development and iterative refinement meeting the teacher and student needs identified in Stage 1. Combined, the findings underscore the essential role of bilingual science vocabulary supports in early grades. This work was grounded in design-based research, self-determination theory, educational research, and principles of powerful vocabulary instruction frameworks, laying foundations for subsequent quasi experimental, full-scale implementation and efficacy evaluation studies. After a brief review of the theoretical and methodological framing of our study, we report on the results for the two material development project stages focal for this chapter.