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ARISE / Annotated Bibliography / What STEM Teachers Need to Know and Do for English Language Learners (ELLs): Using Literacy to Learn

What STEM Teachers Need to Know and Do for English Language Learners (ELLs): Using Literacy to Learn

Summary

A growing concern for STEM teachers is the responsibility of having students who do not speak English proficiently in their content area classrooms. This paper gives a background of how STEM literacy and English language learner (ELL) literacy can be used productively together as well as strategies for STEM teachers to help all students learn. Strategies for ELL literacy are good for all students. We discuss specific strategies that STEM teachers can use that benefit all students in developing academic language and conceptual understanding in STEM content using a hands-on STEM experiment, “Why do I need to wear a bicycle helmet?” that incorporates Newton’s first, second, and third laws of motion.

Authors

Lisa Hoffman, Alan Zollman

Organization/Affiliation

Indiana University Southeast

Year

2016

Grade Level

Graduate-level (preparation of individuals already holding a teaching certificate), High School (preparation to teach), Middle School (preparation to teach)

Discipline

General, Mathematics, Other, Science

Resource Type

Article - Peer-reviewed Journal

URL

http://ir.library.illinoisstate.edu/jste/vol51/iss1/9

Citation

Hoffman, L. & Zollman, A. (2016). What STEM teachers need to know and do for English Language Learners (ELLs): Using literacy to learn. Journal of STEM Teacher Education, 51(1), 83-94. https://doi.org/10.30707/JSTE51.1Hoffman

Content Focus

Culture competency of teachers, including culturally relevant pedagogy, Retention of STEM teachers in high need school districts, Supporting each and every student, Teacher candidate learning—pedagogy

This material is based upon work supported by the National Science Foundation (NSF) under Grant Numbers DUE- 2041597 and DUE-1548986. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

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