Having a shared language such as English facilitates globalization of science, but it may also limit science by posing unique challenges for those who are learning English-as-an-additional language (Eng• ). Research is needed on the experiences of learners and scientists from Eng backgrounds to ensure that all members of our scientific community have the opportunity to learn and contribute, especially as our classrooms and research groups become increasingly diverse.

In this seminar, I will share two of our studies on the experiences of Eng•  learners in chemistry education. Our first study examined how undergraduate science students (N = 166) justified a chemical phenomenon in English and how this related to students' English proficiency. Our second study explored the experiences of Eng chemistry research trainees (N = 18) in learning, communicating, and doing chemistry in English. We explored challenges these trainees faced, but also strategies and supports they found helpful and needed from supervisors/colleagues and departments. Alongside findings from both projects, I will share implications for teaching and mentorship, with special attention to what may be relevant to making learning and research more equitable at the University of Michigan.