Uwakweh, Sopuruchi S.

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Exploring the discipline linguistic knowledge model with critical pedagogy in an ESL stem science communication course
(2024-04-26) Uwakweh, Sopuruchi S.; Román Pérez, Rosa I.; College of Arts and Sciences - Art; Ríos Cordero, Hugo; Rivera, Rosita L.; Morciglio Quintana, Waleska F.; Irizarry Rodríguez, José M.; Department of English; Morales Benítez, José J.
The Discipline Linguistic Knowledge (DLK) Model (Turkan et al., 2014) is a pedagogical model that enables Content-Based Instruction (CBI) educators to effectively identify and address their student community’s linguistic identity, and guides their instructional strategies. This research was focused on exploring the DLK Model, with critical pedagogy as its framework, in an English as a Second Language (ESL) course in the strong Spanish-speaking context of University of Puerto Rico, Mayagüez (UPRM). Participants were students who entered the Basic English track and were enrolled in a STEM Science Communication course, during the 2022-2023 Spring semester. Quantitative and qualitative data were collected through two structured surveys, formal observations, oral presentations, and scientific reports, as students completed interdisciplinary research projects during a six-week period. The findings showed that participants’ attitudes towards the English language were positively impacted, and an increase in their willingness to use English in their respective fields.