ENGLISH LEARNERS IN STEM SUBJECTS: TRANSFORMING CLASSROOMS, SCHOOLS, AND LIVES

Atoboyeva Aziza Muhiddin qizi

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Second Language Learning and Teaching Science Education and Pedagogy Multilingual Education and Policy

Abstract

English learners (ELs) create science, innovation, engineering, and science (STEM) information and dialect capability when they are locked in in important interaction within the classroom and take an interest within the sorts of exercises in which STEM specialists and experts frequently lock in. This chapter gives the committee’s agreement sees of the inseparable relationship between dialect and substance. It begins with the committee’s position on dialect within the STEM subjects and expresses the ways in which ELs can be managed openings within the STEM classroom to draw on dialect and other meaning-making assets whereas locks in in disciplinary substance. The committee at that point depicts the current see of the STEM subjects and concludes with a vision of STEM instruction for ELs.

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2020Reading Wars, Reading Science, and English Learners 2019The impact of engineering curriculum design principles on elementary students’ engineering and science learning 2021Retiring the term English language learners: Moving toward linguistic justice through asset‐oriented framing 2019Classroom Assessment and Educational Measurement 2020English Learners in STEM Subjects : Contemporary Views on STEM Subjects and Language With English Learners 2021A disciplinary perspective on translanguaging 2021Asset‐oriented framing of science and language learning with multilingual learners 2023Language Views for Scientific Sensemaking Matter: A Synthesis of Research on Multilingual Students’ Experiences with Science Practices Through a Translanguaging Lens

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