Abstract
This qualitative study looks at 23 elementary preservice teachers’ roles as science teachers and the importance of understanding linguistic diversity for science instruction. Using individual and group reflection papers, two important points are made that reflect the importance of preparing preservice teachers in science. Explicit conversations and tasks to connect science and linguistic diversity to science teaching suggests that preservice teachers need to discuss the implications of scientific language and linguistic diversity in terms of power and science teaching and learning in urban classrooms.
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