Multimodality and the 5R Instructional Model: Biology Teachers Learning to Engage Emergent Multilingual Learners

The purpose of this study was to understand how biology teachers experienced and learned from professional development (PD) in which the 5R Instructional Model was used as a framework for planning inclusive lesson for emerging multilingual learners (EML). The PD integrated biology content with the scientific practices of using mathematical thinking and multimodal communication strategies to help EMLs. A case study was used to answer: (1) How do biology teachers describe their personal PD experience of learning about science communication as multimodal language?; and (2) How do biology teachers articulate their use of multimodal language during instructions using the 5R Instructional Model? Thirty-four biology teachers participated for two years. Data from three sources were analyzed using two phases of a priori and one phase of en vivo coding. Three themes emerged (removing the blindfold, vocabulary, and experiencing the Rs) as descriptors of the learning experience (Q1). Three themes also emerged (mathematics as language of science, scaffolding for EMLs means intentional language, and integrating the 5Rs) for how the teachers articulated their use of the 5R Instructional Model (Q2). Results indicate that science teachers experienced a change in their understanding of effective PD and of their role with EMLs. They valued learning to include practices from Next Generation Science Standards with EMLs and beginning to see the language of science as multimodal rather than just terms. In addition, they began to systematically include the Rs in teaching.