What STEM Teachers Need to Know and Do to Engage Families of Emergent Multilingual Students (English Language Learners)

Hoffman, Lisa; Suh, Emily; Zollman, Alan

doi:10.30707/jste56.1.1624981200.199563

Cited by 3 publications

(3 citation statements)

References 9 publications

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“…The rapid increase in South African STEM field enrollment, from 160,802 in 2015 to 263,721 in 2017263,721 in (Nemadziva et al, 2023, necessitates adaptable pedagogy (Smith & White, 2019). This growth, while promising, poses a dual challenge in supporting English Language Learners (ELL) (Hoffman et al, 2021), especially given the complexities of accommodating diverse linguistic backgrounds (Makoni, 2016) and striking a balance between language and content (Banegas, 2012). Against this backdrop, researchers explore translanguaging, the dynamic use of multiple languages for communication and meaning (Nicolarakis & Mitchell, 2023).…”

Section: Literature Reviewmentioning

confidence: 99%

Navigating Language Diversity In Multilingual Stem Classrooms: Strategies For Inclusive Education

Mokikwa,

Mokhele-Ramulumo

2024

IETI

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In multilingual STEM classrooms, language diversity presents challenges and opportunities for inclusivity. This study examines the impact of language diversity on STEM education, emphasizing its relevance in a globalized context. By employing a mixed-methods approach, including surveys and interviews with students, educators, and administrators, we identify patterns in the interplay between language diversity and inclusive education. Preliminary findings highlight challenges such as communication barriers and opportunities for enriched problem-solving. The discussion emphasizes recognizing linguistic diversity as an asset and suggests strategies to address barriers, advocating for a supportive, inclusive classroom. Implications for educators, policymakers, and researchers underscore leveraging linguistic diversity as a strength, with recommendations including professional development, integrating diverse perspectives into STEM materials, and implementing inclusive language policies for a more equitable STEM education landscape.

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Section: Literature Reviewmentioning

confidence: 99%

Navigating Language Diversity In Multilingual Stem Classrooms: Strategies For Inclusive Education

Mokikwa,

Mokhele-Ramulumo

2024

IETI

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“…In conclusion, addressing linguistic diversity in science education is crucial for ensuring equitable access to STEM learning opportunities and promoting diversity in STEM fields. By recognizing multilingual students' challenges and implementing practical teaching approaches, educators can help bridge the gap between STEM and linguistic diversity, creating a more inclusive and supportive learning environment for all students (Fu et al, 2019;Hoffman et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Bridging STEM and linguistic gaps: A review of multilingual teaching approaches in science education

Patricia Diane Mouboua,

Fadeke Adeola Atobatele,

Olateju Temitope Akintayo

2024

Open Access Res. J. Multidiscip. Stud.

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This paper examines how multilingual education strategies can be applied within STEM classrooms to bridge linguistic gaps and enhance learning outcomes. It reviews various teaching approaches incorporating multiple languages in conveying scientific concepts, aiming to improve accessibility, and understanding for students from diverse linguistic backgrounds. The analysis includes case studies of schools successfully implementing multilingual STEM programs, highlighting the benefits and challenges of such educational practices. Multilingualism presents challenges and opportunities in science education, particularly in bridging the gap between STEM (Science, Technology, Engineering, and Mathematics) subjects and linguistic diversity. This review provides an overview of the key themes and findings from a review of multilingual teaching approaches in science education. The review highlights multilingual students' challenges in STEM education, including language barriers that may impede their understanding of complex scientific concepts. It also examines the importance of addressing these challenges through innovative teaching approaches that leverage students' linguistic diversity as a strength rather than a limitation. Key findings from the review include the effectiveness of bilingual education models, such as content and language-integrated learning (CLIL), in enhancing students' scientific literacy and language proficiency. These models allow students to develop their STEM knowledge and language skills in tandem, leading to improved academic outcomes. The review also discusses the role of culturally responsive teaching in engaging multilingual students in STEM subjects. By incorporating students' cultural and linguistic backgrounds into the curriculum, educators can create more inclusive and effective learning environments that cater to the diverse needs of learners. Overall, the review highlights the importance of adopting a multilingual approach to teaching STEM subjects, which recognizes and values students' linguistic diversity. By embracing multilingualism in science education, educators can help bridge the gap between STEM and linguistic gaps, ultimately promoting more significant equity and inclusivity in STEM education.

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“…Invention education incorporating a Funds of Knowledge approach requires educators to know the youth they work with, their community, and how their localized resources can be leveraged to provide a context for invention. Work by Funds of Knowledge researchers has shown how collaborative spaces, like the kind created by industry and community partnerships to provide users for an IvE program, can "invite" youths' ways of knowing, and can infuse these new contexts with academic language and skills (Shadduck-Hernandez, 2005;Mejia, 2014;Krasnoff, 2016;Hoffman et al, 2021). In the case of IvE, the spaces that host invention may naturally support the linguistic demands of NGSS Science and Engineering practices because they are inviting youth to use and apply academic language and concepts as they are working with users and community partners to invent something for them.…”

Section: Invention Education and Culturally Responsive Practicesmentioning

confidence: 99%

Invention Education: Positioning Youth as Agents of Change

Talamantes,

Rowe,

Nicholson

et al.

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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Inventors solve problems with particular constraints in creative ways to help others. By positioning youth as inventors, invention educators can engage learners in the dynamic process of innovation, surrounding and anchoring them in an authentic user-centered experience that focuses on empathy building. In invention-based programs, youth learners create products applying STEM knowledge and skills to enhance conditions and/or the quality of life of a particular user. What educators teach and expect youth to do as inventors is different at every grade level (elementary, middle, and high school). Nonetheless, when educators position youth to invent, they co-create a hybrid space that favors youth to become agents of change. In these learning spaces, youth enact their agency by identifying a problem, researching the problem from many points of view, and identifying novel and unique ways to solve the problem. The resulting invention is designed for a particular user but is also pertinent to a particular community and multiple users within the community. Reciprocally, the inventor gains practical knowledge and social skills within the opportunity to invent. We argue that Invention Education promotes responsive and transformative learning by positioning youth as agents of change. This paper aims to identify and define elements of Invention Education that strongly resonate with the Next Generation Science Standards and STEM education policy, culturally responsive teaching practices, and community-based partnerships. This paper provides detailed examples of invention education programs to address systemic STEM education needs, such as access to high-quality, open-ended STEM education opportunities with skilled mentors. By leveraging synergies between invention education, community-engaged practices, and culturally responsive INVENTION EDUCATION: POSITIONING YOUTH AS AGENTS OF CHANGE 2 STEM teaching and learning, invention educators can readily enact pedagogical strategies that benefit all youth learners.

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What STEM Teachers Need to Know and Do to Engage Families of Emergent Multilingual Students (English Language Learners)

Cited by 3 publications

References 9 publications

Navigating Language Diversity In Multilingual Stem Classrooms: Strategies For Inclusive Education

Navigating Language Diversity In Multilingual Stem Classrooms: Strategies For Inclusive Education

Bridging STEM and linguistic gaps: A review of multilingual teaching approaches in science education

Invention Education: Positioning Youth as Agents of Change

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