English Learners in STEM Subjects: Contemporary Views on STEM Subjects and Language With English Learners

With the release of the consensus report English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives, we highlight foundational constructs and perspectives associated with STEM subjects and language with English learners (ELs) that frame the report. The purpose here is to elevate...

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Vydáno v:Educational researcher Ročník 49; číslo 6; s. 426 - 432
Hlavní autoři: Lee, Okhee, Stephens, Amy
Médium: Journal Article
Jazyk:angličtina
Vydáno: Los Angeles, CA SAGE Publications 01.08.2020
American Educational Research Association
Témata:
Academic Standards
Classrooms
Community research
Education
Education policy
Educational Policy
Educational research
Educational Strategies
Educational systems
Elementary Secondary Education
English (Second Language)
English as a second language learning
English language
English Language Learners
English Learners
Inconsistency
Knowledge base
Language
Language acquisition
Learning
Policy Analysis
Second Language Instruction
Second Language Learning
STEM Education
Student Characteristics
Teaching Methods
bilingual/bicultural
educational policy
science education
policy analysis
mathematics education
equity
engineering education
ISSN:0013-189X, 1935-102X
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Popis
Shrnutí:With the release of the consensus report English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives, we highlight foundational constructs and perspectives associated with STEM subjects and language with English learners (ELs) that frame the report. The purpose here is to elevate these constructs and perspectives for discussion among the broader education research community. First, we provide an overview of the unique contributions of the report to move the ELs and STEM fields forward. Second, we describe ELs in terms of their heterogeneity and the inconsistency of educational policies that affect their learning opportunities in STEM subjects. Third, we describe contemporary views on STEM subjects and language with ELs that indicate that instructional shifts across STEM subjects and language are mutually supportive. Fourth, we describe promising instructional strategies to promote STEM learning and language development with ELs. Lastly, we close the article by reimagining STEM education with ELs and offer potential next steps. These foundational constructs and perspectives on STEM subjects and language with ELs are critical because they provide the conceptual grounding for the design of the education system for ELs. The report could contribute to building a knowledge base for ELs in STEM subjects and language as education research, policy, and practice converge to reimagine what is possible to both support and challenge ELs to learn academically rigorous content standards that are expected of all students.
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ISSN:0013-189X
1935-102X
DOI:10.3102/0013189X20923708