English Learners Succeeding in Math and STEM
Academic performance is the
key to education for children in every state in the United States. The target
group for in this reflection are ELL learners and how STEM curriculum could increase
test scores. What is STEM? STEM stands for science, technology,
engineering, and math. The National Academies of Sciences,
Engineering and Medicine have also released English Learners in STEM
Subjects: Transforming Classrooms, Schools, and Lives (www.nap.edu/catalog/25182/english-learners-in-stem-subjects-transforming-classrooms-schools-and-lives).
This report examines what we know about ELs’ learning, teaching, and assessment
in STEM subjects and provides guidance on how to improve STEM learning outcomes
for these students.
Data tells us that ELL
students are more proficient in math than they are in English Language Arts
(ELA). The NAEP reported
that nearly half of all states experienced declines in the number of ELs who
scored proficient in math between 2009 and 2017. The truth of the matter is
that ELL is not being exposed to STEM in elementary or middle schools, so by
the time they reach high school they focus is upon graduating than on mastery.
Not often spoken are some teachers’ perception of ELL students due to English language
deficits they may not have the patience needed to teach to this group. Good
use of time during teacher in-service could be used to inform teachers and
offer classes in STEM practices. The article did not explain how STEM classes
could improve academic performance. However, based on my experience and
understanding STEM activities provide hands-on
and minds-on lessons for the student. Making math and
science both fun and interesting helps the student to do much more
than just learn. Based on this fact, I would combine all core subject s
with STEM the way I integrate ELA into social studies.
It
is fair to conclude from this article that central that ELs develop proficiency
in both STEM subjects and language when their classroom teachers provide them
with opportunities for meaningful interaction and actively support both content
and language learning. However, the drawbacks are not many teachers are trained
or given professional development in STEM curricula. The report recommends that
schools allocate funding to prepare and encourage teachers to be better
prepared. It also includes
recommendations for how developers and publishers might produce better
instructional materials and assessments to help both teachers and EL students.
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