A New Paradigm for STEM Learning and Identity in English Language Learners: Science Translation as Interdisciplinary, Multi-Modal Inquiry

• Main Authors: Dr. Patricia Gray, Amy Germuth, Jessica MacNair, Claire Simpson, Sarah Sowa, Nancy van Duin, Claudia Walker
• Format: Article
• Language: English
• Published: Kenan Fellows Program for Teacher Leadership 2019-12-01
• Series: Journal of Interdisciplinary Teacher Leadership
• Subjects: science education; immigrant; english language learners (ell); multi-modal learning; interdisciplinary; learner-centered
• Online Access: https://kenanfellows.org/journals/article/a-new-paradigm-for-stem-learning-and-identity-in-english-language-learners-science-translation-as-interdisciplinary-multi-modal-inquiry/

This two-year case study examined multi-modal, interdisciplinary approaches to engage both immigrant English Second Language (ESL) and English Language Learners (ELL) in STEM (science, technology, engineering, math) learning and to build STEM identity and self-efficacy. Leveraging innate abilities, multiple intelligences, and self-identified interests, children in Grades 3 through 8, new to America and STEM, became inquiry-based researchers of sound-making, soundscapes, and nonverbal communication systems in diverse species including human music-making using technology, analysis, communication research, and observation skills. Using generative and lateral thinking methodology for science translation, interdisciplinary methods, and team-based learning, the students demonstrated increased STEM interest, STEM learning, and STEM skill sets while developing self-efficacy as STEM learners and communicators.