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Examining the Affordances of Engineering and Curricular Supports for Learning among Emerging Bilingual Elementary Afterschool Students

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Title: Examining the Affordances of Engineering and Curricular Supports for Learning among Emerging Bilingual Elementary Afterschool Students
Language: English
Authors: Kathryn M. Bateman (ORCID 0000-0002-2517-2816), Gregory J. Kelly (ORCID 0000-0002-5027-593X), Peter R. Licona, Christine M. Cunningham (ORCID 0000-0003-1922-7101)
Source: Science Education. 2026 110(2):357-378.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 22
Publication Date: 2026
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 205434
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: After School Programs, Bilingual Students, Elementary School Students, Engineering Education, Youth Clubs, Affordances, Epistemology, Classroom Environment, Culture, Classroom Communication
Geographic Terms: Puerto Rico
DOI: 10.1002/sce.70007
ISSN: 0036-8326
1098-237X
Abstract: Engineering design provides students with unique opportunities to engage with disciplinary knowledge and practices by engaging with technologies and each other through the design process. In this paper, we identify how the co-construction of an engineering afterschool club culture supported students' engagement in epistemic practices of engineering. This study draws from educational ethnography and discourse analysis to examine the interactional accomplishment of engineering by upper elementary (age 10-12), bilingual students in Puerto Rico as they designed and tested rescue shuttle technologies. Findings describe the emergence of a culture that values bilingualism and caring for others as central to the engineering practices, which were supported by key discourse moves. Collectively, the components of the engineering club provided opportunities to open up engineering in ways that valued students' agency and identities as they engaged with epistemic practices of engineering. The local, academic culture valuing language diversity, kindness, and learning worked against epistemic injustices often found in educational settings.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496760
Database: ERIC
FullText Text:
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  Data: Examining the Affordances of Engineering and Curricular Supports for Learning among Emerging Bilingual Elementary Afterschool Students
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  Data: <searchLink fieldCode="AR" term="%22Kathryn+M%2E+Bateman%22">Kathryn M. Bateman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2517-2816">0000-0002-2517-2816</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gregory+J%2E+Kelly%22">Gregory J. Kelly</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5027-593X">0000-0002-5027-593X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Peter+R%2E+Licona%22">Peter R. Licona</searchLink><br /><searchLink fieldCode="AR" term="%22Christine+M%2E+Cunningham%22">Christine M. Cunningham</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1922-7101">0000-0003-1922-7101</externalLink>)
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 22
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22After+School+Programs%22">After School Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Students%22">Bilingual Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Youth+Clubs%22">Youth Clubs</searchLink><br /><searchLink fieldCode="DE" term="%22Affordances%22">Affordances</searchLink><br /><searchLink fieldCode="DE" term="%22Epistemology%22">Epistemology</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Culture%22">Culture</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Communication%22">Classroom Communication</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Puerto+Rico%22">Puerto Rico</searchLink>
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  Data: 10.1002/sce.70007
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  Data: Engineering design provides students with unique opportunities to engage with disciplinary knowledge and practices by engaging with technologies and each other through the design process. In this paper, we identify how the co-construction of an engineering afterschool club culture supported students' engagement in epistemic practices of engineering. This study draws from educational ethnography and discourse analysis to examine the interactional accomplishment of engineering by upper elementary (age 10-12), bilingual students in Puerto Rico as they designed and tested rescue shuttle technologies. Findings describe the emergence of a culture that values bilingualism and caring for others as central to the engineering practices, which were supported by key discourse moves. Collectively, the components of the engineering club provided opportunities to open up engineering in ways that valued students' agency and identities as they engaged with epistemic practices of engineering. The local, academic culture valuing language diversity, kindness, and learning worked against epistemic injustices often found in educational settings.
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