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EDUCATING FOR A LIVING PLANET: INTEGRATING ENVIRONMENTAL AND EARTH SCIENCES INTO MULTILINGUAL CLASSROOMS
Abstract
The global climate and biodiversity crises demand an educated, globally literate citizenry, yet a significant gap exists in engaging diverse, multilingual student populations in Environmental and Earth Sciences (EES). This research argues for a transformative pedagogical fusion that integrates EES content with language acquisition strategies in multilingual classrooms. Moving beyond simple translation, we propose a language-sensitive, content-rich approach that leverages students linguistic repertoires as assets for scientific inquiry. Drawing on a mixed-methods case study of a 6th-grade science unit in a linguistically diverse urban school, we demonstrate how project-based learning on local water quality, which incorporated students home languages for research and presentation, led to significant gains. Pre-and post-assessment data showed a 35% increase in EES content mastery and qualitative analysis of student interviews revealed enhanced engagement and identity affirmation. The research also identifies key challenges, including teacher preparedness and resource scarcity, and proposes solutions such as co-teaching models and multilingual science kits. We conclude that this integrated approach is not merely an educational strategy but a cornerstone for fostering global citizenship, equipping all students with the scientific knowledge and cross-cultural communication skills necessary to champion the health of our living planet.
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References12
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