Science education reform efforts have called for teaching science to all students, yet the “Science for All” mantra has remained merely rhetoric. Given that multilingual learners continue to face inequities more broadly in the education system and in science, technology, engineering, and mathematics (STEM) subjects in particular, there has been renewed attention to conditions that support more equitable science learning opportunities. In this exploratory, qualitative case study, we intentionally centered the voices of ninth grade multilingual learners by examining their science experiences in a Regents Living Environment class at an urban, inclusive STEM-focused high school (ISHS). Specifically, drawing from ecological and humanizing education theoretical perspectives, we investigated the elements of their experiences that were asset-oriented and humanizing, which promoted a healthy science learning ecosystem, as well as the challenges that coexisted. Qualitative data analysis revealed four main themes. First, multilingual learners appreciated authentic engagement in hands-on, science inquiry opportunities, including developing and implementing their own experiments. Students also noted feelings of joy, comfort, and belonging in their classroom environment that were supported by strong relationships and positive interactions among peers and their teachers. Moreover, students underscored the role of their teachers in intentionally co-creating a science classroom community of belonging and excellence. There were, however, persistent challenges associated with learning science and English simultaneously, in the backdrop of a standardized English-dominant, high-stakes accountability context. These findings have implications for pedagogy, teacher preparation, research, and policy for a more inclusive, asset-oriented, and humanizing science education for multilingual learners that broadens possibilities.

中文翻译：

---

共同创建一个有归属感和存在感的社区：多语言学习者在城市、包容性、以 STEM 为重点的高中的科学和语言学习体验

科学教育改革努力呼吁向所有学生教授科学，但“全民科学”的口号仍然只是说说而已。鉴于多语言学习者在教育系统中，特别是在科学、技术、工程和数学 (STEM) 学科中继续面临更广泛的不平等，人们重新关注支持更公平的科学学习机会的条件。在这项探索性定性案例研究中，我们在一所城市包容性、以 STEM 为重点的高中 (ISHS) 的摄政生活环境课程中考察了九年级多语言学习者的科学经验，有意集中他们的声音。具体来说，我们从生态和人性化教育理论的角度，研究了他们的资产导向和人性化经历的要素，促进了健康的科学学习生态系统，以及并存的挑战。定性数据分析揭示了四个主要主题。首先，多语言学习者喜欢真正参与实践、科学探究的机会，包括开发和实施自己的实验。学生们还注意到在课堂环境中的快乐、舒适和归属感，这些感觉得到了同学和老师之间牢固的关系和积极互动的支持。此外，学生们强调了教师在有意共同创建一个有归属感和卓越的科学课堂社区中所发挥的作用。然而，在以英语为主的标准化、高风险问责环境的背景下，同时学习科学和英语仍然面临着持续的挑战。这些发现对教育学、教师准备、研究和政策具有影响，以便为多语言学习者提供更具包容性、以资产为导向和人性化的科学教育，从而拓宽可能性。