Inquiry, Talk, and Text: Promising Tools That Bridge STEM Learning for Young English Language Learners

• In Event: 58.082 - Roundtable Session 25
  In Roundtable Session: 58.082-12 - Promoting Science Education Understanding Through Curriculum and Instruction

Abstract

Little is understood about how young English language learners (ELLs) respond to engineering-centered literacy and design activities and whether that response ultimately leads to content understanding. This study is part of a larger investigation targeting engagement, learning, and identity development of primary English language learners (ELLs) during a five-day engineering unit. Learning gains were observed for ELLs who received engineering-centered literacy activities. Repeated measures Analysis of Variance revealed significant results with low to moderate effect sizes. These results provide preliminary evidence of the impact of the integration of academic conversation, and narrative texts to improve student learning. Given the cultural and linguistic background of these ELLs, the results reveal the potential for these instructional strategies to promote broader STEM participation.

Authors

• Zenaida Aguirre-Munoz, Texas Tech University

• Michelle Pantoya, Texas Tech University

• Magdalena Pando, Southern Methodist University