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Language, Identity, & Classroom Learning: Understanding how language and science learning intersect Bryan A. Brown (Click name for speaker's biography) Studies of minority students in science have sought to frame science learning as a byproduct of students’ cultural conflict with science. Many of these studies have framed this conflict as sociocultural, but most lack empirical study of how students’ language practices impact science learning. This presentation explores how language and identity impact science learning by exploring two learning perspectives, Discursive Identity and Conceptual Continuities.
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