The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards. As a group, these students are underrepresented in STEM fields in college and in the workforce at a time when the demand for workers and professionals in STEM fields is unmet and increasing. However, English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries.
English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives examines the research on ELs’ learning, teaching, and assessment in STEM subjects and provides guidance on how to improve learning outcomes in STEM for these students. This report considers the complex social and academic use of language delineated in the new mathematics and science standards, the diversity of the population of ELs, and the integration of English as a second language instruction with core instructional programs in STEM.
Table of Contents
|2 Factors Shaping English Learners' Access to STEM Education in U.S. Schools||22-46|
|3 Relationship between Language and STEM Learning for English Learners||47-76|
|4 Effective Instructional Strategies for STEM Learning and Language Development in English Learners||77-124|
|5 School-Family-Community: Contextual Influences on STEM Learning for English Learners||125-142|
|6 Preparing the Educator Workforce for English Learners in STEM||143-180|
|7 Assessing STEM Learning among English Learners||181-217|
|8 Building Capacity to Transform STEM Learning for English Learners||218-254|
|9 Conclusions, Recommendations, and Research Agenda||255-270|
|Appendix A Committee and Staff Biographies||271-277|
A shift is needed in how science, technology, engineering, and mathematics (STEM) subjects are taught to students in grades K-12 who are learning English, says a new report from the National Academies of Sciences, Engineering, and Medicine. Educators should recognize the assets that English learners (ELs) bring to the classroom and understand that student performance is affected significantly by access to adequate program models and instruction. Opening avenues to success in STEM for the nation’s ELs offers opportunities to students and their families, and confers benefits to society, the report says.
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