RECOMMENDATION 7: Review existing assessment accommodation policies and develop accessibility resources.
In fact, students’ knowledge of and memory for the experiences help to give meaning to the language that students encountered in the experiences and will later use to convey their understanding of what was learned. Some systems that have succeeded in supporting ELs in STEM have demonstrated flexibility in allocating and aligning fiscal and human resources in service of their desired objectives. not need to be proficient in English to benefit from and participate in disciplinary learning.
Based upon the review of the existing evidence in Chapter 7, the committee identified the following four key conclusions. Promoting the Educational Success of Children and Youth Learning English: Promising Futures. All of these culminate into the approaches that actors at different levels of the system need to consider in building capacity to support ELs in STEM learning.
They focus on supporting student understanding of STEM content, participation in disciplinary practices, and grade-level topics, instead of emphasizing remedial work or memorization of STEM facts. Furthermore, effective teachers of ELs engage in experiences that foster self-reflection about their assumptions regarding diverse students’ and families’ engagement with STEM and STEM education and consider the positioning of ELs in the classroom. 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.
and developmental nature of the EL designation complicate comparisons involving ELs and reduce the coherence in designing, carrying out, or summarizing the research literature. A second data practice that leads to better inferences about EL STEM performance is the inclusion of students who began school as ELs but are now no longer categorized as ELs.
Do you enjoy reading reports from the Academies online for free? What follows are the six conclusions the committee has identified based upon the review of the evidence as beneficial for ELs in STEM classrooms. School district leadership is critical in facilitating this coherence. It would be unwise to assume that simply using students’ first language in instruction is sufficient to provide high-quality instruction.
The next time you have to write or speak about an issue, remember the importance of language and its impact on our lives— carefully consider what language will you use and how will those language choices make a difference in how your audiences defines and understands your topic. Teachers of ELs who are more successful understand that ELs learn language through meaningful and active engagement with language in the context of authentic STEM activities and practices (see Chapter 4 and extensions in Chapters 5 and 6). CONCLUSION 4: Science, technology, engineering, and mathematics (STEM) disciplines offer unique learning opportunities for English learners (ELs). CONCLUSION 8: There are better outcomes for English learners (ELs) in science, technology, engineering, and mathematics when teachers consistently support and actively incorporate ELs in classroom activities and disciplinary discussions. School districts demonstrating success with teaching ELs in STEM have leaders who attend to system coherence and do so by designing and implementing organizational structures that enable the integration of language and content within and between levels (i.e., state, district, school) and components of the system (e.g., instruction, curriculum, assessment, professional development, policies for categorization of ELs). Washington, DC: National Academy Press. CONCLUSION 13: There is little research on the connections between English learners’ (ELs’) science, technology, engineering, and mathematics (STEM) learning outcomes and STEM-specific family-school interactions. Can the potential findings be replicated across other districts and states?
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