A STUDY OF CULTURALLY SYNTONIC VARIABLES IN THE BILINGUAL BICULTURAL SCIENCE CLASSROOM

The purpose of this study was to conduct a needs assessment of bilingu al/bicultural elementary science classrooms in order to determine if t he current instructional environment addresses the educational needs o f Hispanic/Latino children. This study examined 57 randomly selected e lementary bilingual/bicultural science classrooms in a large metropoli tan area of the southwestern United States in terms of culturally synt onic variables (i.e., culture-of-origin beliefs and/or practices that impact the teaching/learning process). Findings from this study indica te that Hispanic/Latino children are receiving science instruction: (a ) with culturally asyntonic printed materials, teaching strategies, an d supplementary materials, (b) in classrooms that do not use the child 's native language, familia learning groups, peer tutoring, or manipul ative materials, and (c) with oral and verbal instruction that lack cu lturally syntonic role models, examples, analogies, and elaborations. Findings from this study imply that changes are needed in preservice a nd in-service teacher training, in science textbook formats, and in th e scope and focus of elementary school bilingual/bicultural science cu rriculum and instructional strategies.