This space is dedicated to sharing the heart, hustle, and hope that fuels my journey as a lifelong educator, advocate, and STEM Ambassador. Whether you’re a fellow teacher, STEM leader, or passionate learner, you’ll find a mix of classroom-tested strategies, real-world resources, best practices, and powerful narratives drawn from my experiences as a science teacher, STEM program creator, mentor, and national advocate for equity in STEM education.

Through this blog, I’ll open up about the lessons I’ve learned—from running award-winning science clubs and leading research projects to shaping future-ready programs and speaking up for underrepresented voices in STEM. My goal is to empower and equip others with tools, inspiration, and community as we work together to ignite curiosity, amplify student success, and make STEM education more inclusive and impactful for all.

Let’s grow, lead, and innovate—together.

Since starting this series back in the Spring, I’ve been able to take us on a deliberate journey, first exploring the profound importance of building genuine relationships and then empowering every learner to see themselves reflected in the world of science by forming a science or STEM identity. As we arrive at this third post, the next logical step in our path is to discuss the intentional work that turns that foundation into a thriving reality: pupil-adapted pedagogy.

It is through this practice that we ensure every student, especially our emergent bilingual learners, can truly flourish. I can’t wait to wrap up our series with a final post that explores how teacher leadership amplifies this work and impacts our special populations.

As educators, we know the power of strong relationships and fostering a positive STEM identity. But for our bilingual students, building that foundation requires something more: an intentional, culturally and linguistically responsive approach. This is where pupil-adapted pedagogy becomes not just a strategy, but an essential practice—a framework that ensures our bilingual students don't just survive in the science classroom, but truly thrive.

What is Pupil-Adapted Pedagogy?

At its core, pupil-adapted pedagogy is about designing instruction that intentionally responds to the unique needs, strengths, and cultural contexts of every student. For bilingual students, this means actively leveraging their linguistic and cultural backgrounds as assets, not barriers. This approach is deeply rooted in the work of educational theorists like Geneva Gay, who defines culturally responsive teaching as "using the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning more relevant and effective for them" (Gay, 2018). The goal is to create a learning environment where students' full identities—including their language—are seen as a powerful resource.

Why It Matters in STEM and Science Education

In science, where complex concepts are often taught through highly specialized academic language, a mismatch between teaching methods and a student's linguistic needs can quickly create a sense of exclusion. When we adapt our instruction for our bilingual learners, we are actively dismantling these barriers:

• Deepened Comprehension: By allowing students to draw on their entire linguistic repertoire, we empower them to make sense of new concepts in the language that feels most natural to them, leading to a deeper and more durable understanding.

• Stronger STEM Identity: When students hear their home language or cultural experiences discussed in a science class, it sends a clear message: "Your voice and your knowledge belong here." This is a critical step in cultivating a lasting STEM identity.

• Leveraging Cognitive Strengths: Research shows that bilingualism can strengthen certain cognitive functions, such as problem-solving and flexible thinking. By integrating their language, we are tapping directly into these cognitive strengths to support learning (Bialystok, 2017).

Studies have consistently shown that culturally and linguistically responsive approaches can lead to significant gains in student engagement and achievement, especially in STEM subjects for English Language Learners (O’Connor, 2019).

How This Looks in My Classroom

In my years teaching in a borderland community with over 30% emergent bilinguals, this philosophy has become the very heartbeat of my practice.

Language Supports & Translanguaging

1. • In a classroom where Spanglish is a common form of communication, this is one of our most powerful tools. I've found that instead of viewing it as a deficiency, we can use it as a strategic bridge to help students grasp complex scientific concepts and transition to formal academic language. This approach, known as translanguaging, is the practice of using a person's full linguistic repertoire to make meaning and learn. I documented this strategy with ninth-grade biology students, for whom "biomolecules" was a particularly daunting topic.

   • I realized that Spanglish speakers often have the hardest time with vocabulary-rich subjects like this because of their limited fluency. To address this, I began instruction in their "social language," using their own examples and definitions before gradually moving into the formal language of science. I did this by placing items like an apple, a tortilla, a can of refried beans, and a bottle of cooking oil on a desk and asking students to write about them using their prior knowledge and language of choice. This simple "Quick Write" activity allowed students to communicate what they knew about these everyday items in the language they were most comfortable with, essentially using their Spanglish as a scaffold for their learning. 

   • I later used a "Brick and Mortar" strategy, where key science terms were treated as "bricks" and function words as "mortar" to help students build full scientific sentences. This intentional use of Spanglish as a teaching and learning resource gave me a glimpse into students' thought processes and helped them gain confidence as they transitioned to using more academic English and scientific terminology.

   • This strategy works because it honors the students' existing linguistic abilities and builds on their "funds of knowledge," which for many of our students, includes Spanglish. It allows them to feel confident in their comprehension first, which then empowers them to take on the challenge of new academic vocabulary. It’s not about lowering expectations; it’s about creating a clearer, more accessible path to reaching them.

Connecting Science Content to Local Contexts: Grounding science in our students' environment is key. For a unit on ecosystems, we didn't just study abstract biomes; we focused on our local reality—the Rio Grande. We discussed how its water quality affects our community and the unique flora and fauna that thrive there. This wasn’t just a lesson on ecology; it was a conversation about our community's home, and my students—fluent in the language of this place—became the experts.

Integrating Students’ Funds of Knowledge: The concept of "funds of knowledge" encourages us to see the cultural and community knowledge students bring to the classroom as a resource. When we taught chemical reactions, I intentionally drew parallels to the chemistry involved in traditional cooking, like making mole or salsa. A student who had previously been quiet was suddenly an authority, explaining the importance of using fresh ingredients and the perfect amount of heat. This not only affirmed his knowledge but also made the science feel deeply personal and culturally resonant.

The power of this pedagogy is that it doesn't just adapt to students; it elevates them. It’s the work we are called to do—to ensure that every student, regardless of their background or language, has the tools and the confidence to see themselves as a scientist.

Coming Up Next: Part 4 – Science/STEM Teacher Leadership and Its Impact In and Out of the Classroom. 🚀

My introduction to the Society for Science & the Public came in 2018 through a professional development opportunity via the Rice University R-STEM Summer Research Experience for Teachers. I was immediately drawn to the Society's work and advocacy, particularly its involvement with the International Science and Engineering Fair (ISEF). 

Eager to connect and participate, I applied for the Society's High School Research Teachers Conference in D.C., an all-expense-paid professional development opportunity. Despite applying in both 2018 and 2019, I received denial emails. However, fate intervened with cancellations, opening a door for me to attend the 2019 conference. That moment marked the beginning of a genuinely remarkable and ongoing connection.

Since then, my involvement with the Society for Science & the Public has blossomed. I've participated in numerous programs and secured grants for our campus, Del Valle High School. This partnership has been instrumental in my professional growth and in providing our students with invaluable STEM and Science opportunities. Furthermore, the Society has recently sponsored me as a DoD STEM Ambassador, allowing me to champion STEM advocacy across our entire school district and our community, which has been a remarkable experience.

The Society's work, mission, and advocacy have always resonated deeply and influenced my educational mission: to provide underrepresented students from our community with opportunities in STEM and Science, both inside and outside the classroom. I want our students to have the opportunities I didn't have growing up in similar circumstances. 

To elaborate, my "aha!" moment in science didn't come until my sophomore year in college, thanks to a Latino Biology Professor who shared my hometown. His passion for science was a revelation, inspiring me to switch my major from Business to Biology. I went on to earn a BS in Biology and a BA in Chemistry. In 2009, I began teaching science in a community like the one from my youth, a South Texas border town blocks from the US/Mexico Border—a true blend of cultures, languages, and identities. These experiences have allowed me to become an active science and STEM advocate for all students.

The Society for Science & the Public has been a powerful partner in fulfilling my mission, providing the opportunities and experiences that I, in turn, can extend to our students so that no student in our community or on our campus will have to wait until college to experience the sheer beauty of science and STEM, as I did many years ago. 

The knowledge I gained from the High School Research Teachers Conference directly led to the creation of our campus Science Fair Program, which has since evolved since then. After a six-year hiatus, we returned to our science fair and appeared at our District Science Fair in 2020, where we placed in the top three in our very first year back! We then proudly held the title of top Science Fair School in our district for two consecutive years, producing multiple regional and state science fair qualifiers. 

This transformation was only possible because of the experiences and grants we received from the Society, like the STEM Action Grant and the STEM Research Grant. The Society has also been foundational in establishing our Biomedical Science Program, which has secured over a million dollars in lab equipment over the past few years. 

The Society for Science & the Public has made a profound and lasting impact on our Borderland community and many of our students, and I will forever be eternally grateful. Everyone at the Society has consistently gone above and beyond to ensure our students receive the purposeful Science and STEM opportunities they deserve. Their work in our community goes beyond this story and has echoed and expanded with others in our city, and for that, I am genuinely thankful. 

So my sincerest thank you to everyone at the Society for Science & the Public, especially Emily Freeland, who has been a steadfast mentor and advisor throughout this incredible journey, and to those who have helped and supported my endeavors. 

If you are a science or STEM educator and receive an invitation to apply for a conference or program from the Society for Science & the Public, I wholeheartedly encourage you to seize the opportunity. It truly can improve your life and the lives of your students.

Sincerely

Ramon Benavides

In 2017, Dr. Medina-Jerez and I published an article in The Science Teacher titled "No Puedo: 'I don't get it.' Assisting Spanglish-speaking students in the science classroom". In it, we discussed the importance of acknowledging and incorporating Spanglish, the hybrid language of Spanish and English, in the classroom, particularly for Latino/a/x students. Today, in our increasingly polarized political climate, the themes of equity and inclusion highlighted in our research are more critical than ever.

Our article highlighted that Spanglish-speaking students intuitively understand how to mix the two languages. They use Spanglish as a tool to convey nuanced meanings and adapt their language use depending on the audience. We emphasized that Spanglish is not a monolithic entity but rather exists in various dialects, influenced by regional and cultural contexts. This linguistic diversity is a valuable asset, not a deficit.

The need for equity and inclusion in education is paramount. As educators, we must recognize and celebrate the linguistic diversity our students bring to the classroom. For Latino/a/x students, whose heritage is often deeply intertwined with Spanglish, this recognition can be transformative. By creating a classroom environment that validates their linguistic identity, we foster a sense of belonging and empower them to engage more confidently with academic content.

Our research demonstrated that incorporating Spanglish as an instructional resource can significantly benefit students who may lack fluency in both English and Spanish. By building upon their existing linguistic knowledge, we can effectively bridge the gap between their social language and academic language, ultimately enhancing their learning outcomes.

In today's political climate, where anti-immigrant rhetoric and language shaming are prevalent, it is imperative that we, as educators, champion equity and inclusion for all students, especially our Latino/a/x students and other students of color. Let us embrace linguistic diversity, celebrate our students' unique strengths, and create learning environments where every child feels valued, respected, and empowered to succeed. Our students' futures, and the future of our society, depend on it.

Long before a student can thrive in a lab or lead a science fair project, they must first believe: I am a science person. That belief—their STEM identity—is one of the most powerful predictors of success in science education. For all students—regardless of race, language, or background—STEM identity is the internal compass that guides their confidence, curiosity, and commitment to learning in science.

Why STEM Identity Matters for All Students

Every student deserves to feel like they belong in science. STEM identity helps students:

• Develop resilience in the face of academic challenges

• Pursue STEM pathways in high school and beyond

• Engage more deeply with content because they see it as personally relevant

Research by Carlone & Johnson (2007) outlines that identity in STEM is shaped by three dimensions: competence, performance, and recognition. Students need to see themselves as capable, demonstrate those abilities, and be recognized by others—especially teachers—as valued science learners. When students lack this affirmation, they often disengage or self-select out of STEM opportunities.

Why STEM Identity is Especially Crucial for Emergent Bilingual Learners

For Emergent Bilinguals, particularly Spanglish-speaking students near the U.S.–Mexico border, this identity-building process can be even more complex. Many of these students navigate multiple worlds—linguistically, culturally, and socially—and may not immediately see how they fit into STEM spaces that feel dominated by dominant-language narratives.

Their linguistic agility—far from being a barrier—is a rich resource. But if not acknowledged or valued in the classroom, it can become a source of silence or self-doubt.

How I Foster STEM Identity in a Borderland Classroom

Start with Cultural and Linguistic Assets

I’ve learned to lean into the hybrid language practices of my students, not as a deficit, but as a strength. In one unit on biomolecules, for instance, we began discussions using Spanglish and everyday examples before transitioning into Tier 2 and Tier 3 academic vocabulary (Benavides & Medina-Jerez, 2017). This approach builds confidence and creates a bridge between students’ lived experiences and the language of science.

Use Representation as a Mirror and a Window

Representation is about more than guest speakers or posters—it’s about daily affirmations that students belong in STEM. I regularly share stories of scientists from Latinx backgrounds, bring in professionals from our local community, and even share my own experiences as a borderland science educator. When students see someone who looks and sounds like them succeeding in science, they start to believe they can too.

Connect Science to Students’ Real Lives

Whether we’re examining nutrition labels in a unit on biomolecules or analyzing borderland ecosystems, I make sure the science we study is relevant and tangible. Authentic learning experiences help students see that science isn’t something reserved for textbooks—it’s a tool for understanding the world around them.

Create a Classroom Culture of Recognition

I intentionally call out growth, curiosity, and resilience in my students. When a student asks a tough question or makes a unique observation, I acknowledge it publicly. Those small recognitions become identity-shaping moments that echo far beyond our classroom walls.

Resources for Teachers

Here are a few powerful tools and resources to help build STEM identity, especially for Emergent Bilinguals:

"STEM Identity" by the National Science Teaching Association (NSTA) – Explores the dimensions of identity in STEM.

NGSS Appendix D: Equity and Diversity – Offers guidance on how to make science standards accessible and meaningful to all learners.

"Funds of Knowledge" (Gonzalez, Moll, & Amanti, 2005) – Framework for using students' home and community knowledge as instructional assets.

"Spanglish as a Literacy Tool" (Martinez, 2010) – Demonstrates how hybrid language practices can promote academic development.

Looking Ahead

Helping students form a strong STEM identity is not a one-time task—it’s a continuous process. As teachers, our words, actions, and curriculum all contribute to how our students see themselves. For those of us in borderland or multilingual communities, that work is even more urgent.

Next, we’ll explore how instruction itself—pupil-adapted pedagogy—plays a crucial role in ensuring all students have access to a meaningful science education.

#STEMIdentity #EmergentBilinguals #ScienceForAll #BorderlandSTEM #STEMEquity #FundsOfKnowledge

Introduction:

Science education is more than content delivery. It’s about shaping minds, breaking barriers, and ensuring every student—regardless of background—feels seen, heard, and empowered in the STEM classroom. For too long, underrepresented students have faced systemic obstacles that limit their access to high-quality science education. But as educators, we have the power to change that.

Over the next few weeks, I’ll be sharing a four-part series focused on the key elements that shape a truly inclusive and impactful STEM classroom. These posts will address the foundational aspects of science education that directly affect student success:

🔬 Building Genuine Relationships in the Classroom – Because before students can engage in science, they need to know they belong. Relationships lay the groundwork for trust, motivation, and resilience in learning.

🔬 The Formation of Science/STEM Identity – If students don’t see themselves as scientists, they won’t pursue science. We’ll dive into the importance of representation, mentorship, and the role teachers play in shaping students’ STEM identity.

🔬 Pupil-Adapted Pedagogy – Science education must reflect the realities of our students. We’ll explore strategies for culturally responsive teaching, differentiated instruction, and the importance of meeting students where they are.

🔬 Science/STEM Teacher Leadership – Our influence doesn’t stop at the classroom door. True change happens when teachers step into leadership roles—mentoring, advocating, and ensuring our students receive the opportunities they deserve.

These topics are interconnected, and when done right, they transform not just student outcomes but entire school communities. Stay tuned—because together, we can create science classrooms where all students thrive. 🚀

#STEMeducation #InclusiveTeaching #ScienceForAll #TeacherLeadership