This article addresses concerns about English competencies among Hispanic English as a second language (ESL) science students that perpetuate underrepresentation of Hispanic individuals in scientific discourse. Faculty and student perception surveys completed at the University of Puerto Rico at Cayey suggest that Hispanic ESL undergraduates require increased productive competencies in English. Those science majors with weak proficiency in English are significantly disadvantaged and current institutional practices don’t address their needs. Recommendations include course development focused on productive competencies and interdisciplinary collaboration.
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