ACE-STEM Saturday Workshop 4
On March 15, 2025, the ACE-STEM community gathered virtually for a transformative workshop led by Dr. Lorena Llosa, a Professor of Education and Vice Dean for Academic Affairs in New York University’s Steinhardt School of Culture, Education, and Human Development. The workshop, titled “Supporting Multilingual Learners in the Science Classroom,” delved into the innovative strategies that educators can employ to enhance science learning and language and literacy development with multilingual learners (MLs).
Dr. Llosa shared her insights on how MLs can be supported through the Science and Integrated Language (SAIL) curriculum. This approach uses language to do science and invites the use of all linguistic and cultural resources available to MLs, which fosters deeper engagement and understanding of scientific phenomena. The fifth-grade science SAIL curricular units are freely available at https://www.nyusail.org/curriculum. The workshop also underscored the need for formative assessment practices that extend beyond conventional approaches. These formative assessments include multimodal tasks that enable students to demonstrate their scientific knowledge in disciplinary ways that align with the work of real-world scientists!
Throughout the morning, participants were actively engaged in activities that modeled science-language integrated instruction. These activities anchored learning in real-world phenomena such as shooting stars in night skies and community waste management. Exploring these phenomena in science learning sparks the development of investigative questions and scientific explanations. This hands-on approach helped participants see the direct application of these methods in diverse classroom settings. The workshop also featured breakout sessions where educators shared their experiences and discussed strategies for implementing these practices in their teaching.
At the end of the session, teachers voiced a commitment to adjust their teaching methods in response to the cultural and linguistic diversity present in their classrooms. The participants’ enthusiasm and positive comments demonstrated the workshop’s effectiveness and highlighted the continuing necessity for professional growth in this critical area of education.
ACE-STEM Saturday Workshop 3
On February 15th from 9 am to 12 pm, ACE-STEM hosted a workshop titled “Following La Corriente of Translanguaging: Shifts in Perspective and Practice for Emergent Bilingual Students,” led by the esteemed Dr, Kate Seltzer, PhD, from Rowan University. This enlightening session delved deeply into the practice and theory of translanguaging and shed light on its potential to enrich educational experiences for emergent bilinguals.
Dr. Seltzer opened the workshop by challenging common myths about bilingual students, such as beliefs that they do not want to learn English or are illiterate in their home languages. These discussions set the stage for a comprehensive exploration of how translanguaging can shift educational paradigms toward inclusive and effective practices. Practicing and preservice teachers engaged in vibrant discussions, reflecting on their own experiences and beliefs about language use in classrooms. They explored translanguaging as not just a method but a holistic approach that acknowledges the fluid, dynamic nature of language. Dr. Seltzer emphasized the three crucial strands of translanguaging pedagogy: Stance, Design, and Shifts, which support teachers in implementing these practices thoughtfully and effectively.
Key examples from real classrooms brought the theory to life:
- In science classes, students discussed plant growth in their home languages before recording findings in English, illustrating how translanguaging can aid understanding of complex concepts.
- Math lessons featured bilingual problem-solving exercises, with resources provided in both Spanish and English to enhance comprehension and engagement.
- Social studies units on immigration encouraged students to conduct interviews in their home languages, deepening their connection to the curriculum through personal and community narratives.
The workshop culminated in breakout sessions where participants applied what they learned to their educational contexts, brainstorming ways to reduce barriers and create new affordances for bilingual students. These discussions underscored the transformative potential of translanguaging to not only support academic success but also foster richer, more inclusive educational environments. As we reflect on this impactful session, we are reminded of the power of education to change lives when learners’ full linguistic and cultural identities are embraced.
ACE-STEM Saturday Workshop 2
On Saturday, November 9, ACE-STEM hosted its second Virtual Saturday Workshop, “Tips and Tools to Engage ALL Learners using Generative AI.” Held online from 9:00 AM to 12:00 PM, the workshop featured insightful presentations from three distinguished speakers from George Mason University: Dr. Joan Kang Shin, Dr. Anya Evmenova, and Dr. Jered Borup. The workshop was specifically designed to equip educators with practical tools and strategies to effectively integrate generative AI in the classroom to engage all learners, particularly multilingual learners (MLs).
The session began with a lively discussion exploring how AI technologies, like ChatGPT, can act as both supportive tools and potential challenges in teaching contexts. Participants discussed the benefits generative AI can bring, including personalized communication practice, language translation, and vocabulary development for MLs. However, they also highlighted some limitations, such as accuracy issues, cheating and plagiarism issues, and the need for caution regarding bias and stereotypes.
Each speaker provided hands-on guidance for using AI to support the Universal Design for Learning framework, focusing on ways that teachers can provide multiple means of engagement, representation, and expression for learners.
Teachers were introduced to innovative tools like DALL-E, Copilot, Brisk, and MagicSchool, which offer resources for image generation, vocabulary and grammar practice, dialogue creation, and adaptive reading materials. Throughout the event, teachers engaged in breakout activities, experimenting with AI tools in real-time. These collaborative exercises allowed participants to role-play with ChatGPT and explore how AI can assist in developing lesson plans and project-based learning experiences.
The workshop concluded with a reflective discussion on how generative AI tools could transform language learning by supporting learners’ diverse needs and identities, encouraging teachers to continue exploring these emerging technologies in their teaching practices. This engaging workshop provided valuable insights and practical knowledge, empowering educators to harness the potential of AI in creating inclusive and supportive learning environments for all learners.
ACE-STEM Saturday Workshop 1
On Saturday, September 28th, the first ACE-STEM Saturday Workshop for Cohort 2 teachers was held online via Zoom. The research team was delighted to once again invite Dr. Lisa Dorner, a Professor in the Department of Educational Leadership and Policy Analysis at the University of Missouri-Columbia and Director of the Cambio Center, to facilitate an engaging workshop for our ACE-STEM teachers.
Through her workshop, “Multilingual Family Engagement: Shifting the focus from what families need to how they can lead,” Dr. Dorner explored the complex goals of family engagement in multilingual classrooms and what it means to have culturally sustaining engagement inside and outside the classroom. Dr. Dorner prompted teachers to engage in thought-provoking conversations about how to value family experiences and how to bring those experiences into the class with families as leaders in their students’ development.
After a rich and diverse discussion, teachers then split into groups to brainstorm family-community programs in their own schools and worked together to create action plans to implement culturally sustaining engagement opportunities. Overall, this workshop provided an amazing start for our Cohort 2 teachers and helped to foster a sense of community between our teachers as they create communities within their own schools.
