English Learners in STEM Subjects Transforming Classrooms, Schools, and Lives (2018) / Chapter Skim
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This report addresses the factors that affect ELs' access and opportunity to rigorous, grade-appropriate STEM learning. The National Science Foundation commissioned the National Academies of Sciences, Engineering, and Medicine to examine the research on ELs' learning, teaching, and assessment in STEM subjects, including the role of language in learning STEM, successful programs for ELs or interventions both within the United States and abroad, and the learning needs of preservice and in-service STEM teachers with respect to ELs in PreK–12.
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However, the research suggests that a shift is needed by recognizing the assets that ELs bring to the classroom and understanding that some deficits in student performance arise from lack of access and not from limited ability, language proficiency, or cultural differences. STEM Learning and English Language Development ELs develop STEM knowledge and language proficiency when they are engaged in meaningful interaction in the classroom that includes participation in the kinds of activities in which STEM experts and professionals regularly engage.
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However, although the committee identified many instructional strategies that show great promise for ELs in building disciplinary content knowledge, access to practices, and language proficiency, less effective instructional strategies are still used. This may be related in part to the evidence showing that STEM teachers are not adequately prepared to provide robust learning opportunities that foster simultaneous content knowledge and language development in their classrooms.
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learning opportunities, including classification and reclassifi cation, course-taking, classroom instruction, program models offered, professional development, staffing, and fiscal resources, etc. • Federal agencies should evaluate the ways in which funds are allo cated for research and development that would enhance teaching and learning in STEM for ELs, including efforts that foster pipeline and training programs to increase the number of teachers qualified to teach STEM to ELs.
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, frameworks for teacher certification, and the distribution of financial and human resources. • District leaders and school personnel should examine (a)
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• English as a second language teacher education programs and providers of in-service professional development should design pro grams that include collaboration with teachers of STEM content to support ELs' grade-appropriate content and language learning in STEM. • Teacher educators and professionals involved in pre- and in-service teacher learning should develop resources for teachers, teacher educators, and school and district leaders that illustrate productive, research-based instructional practices for supporting ELs in STEM learning.
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and the impact of those assess ments on STEM academic achievement for all students. • Developers of large-scale STEM assessments need to develop and use population sampling frameworks that better reflect the het erogeneity of EL populations to ensure the proper inclusion of statistically representative samples of ELs in the process of test development according to sociodemographic variables including language proficiency, first language, geographical distribution, and socioeconomic status.
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8 ENGLISH LEARNERS IN STEM SUBJECTS assessments, should develop those assessments to incorporate accessibility resources rather than rely on accommodations. • States involved in the development of new science, technology, engineering, and mathematics assessments should apply universal design principles in the initial development and consider ELs from the beginning.
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