Culture, Food, and Language: Perspectives from Immigrant Mothers in School Science
Document Type
Article
Publication Date
4-1-2007
Abstract
The article explores the role of immigrant parents in middle school science as both teachers and learners as part of an urban middle school curriculum, the Linking in Food and the Environment (LiFE) program. The curriculum engaged parents as partners with science teachers to teach science through food. Over a 2-year period, parents attended a series of bilingual workshops, collaborated with classroom teachers, managed activities, guided student inquiry, and assisted in classroom management. The following study analyzes the role of culture, language, and identity as four mothers navigated their position as 'insiders' in a science classroom.
DOI
10.1007/s11422-007-9063-z
MSU Digital Commons Citation
Hagiwara, Sumi; Barton, Angela Calabrese; and Contento, Isobel, "Culture, Food, and Language: Perspectives from Immigrant Mothers in School Science" (2007). Department of Teaching and Learning Scholarship and Creative Works. 40.
https://digitalcommons.montclair.edu/teaching-learning-facpubs/40