Addressing Language Learners' Needs in STEM Methods Courses: A Systematic Review of Standards and Syllabi

• In Event: Roundtable Session 55
  In Roundtable Session: Using STEM: Science Integration and English Language Learners

Abstract

The purpose of this study was to empirically examine the alignment of language-based standards and syllabi for STEM methods courses in one of the nation’s largest teacher training institutions. Quantitative methods were employed, which included the development of a rubric to measure the degree to which language standards were infused into each syllabus, and the degree to which these standards clearly articulate practices teachers need to learn in order to teach content to students who are language learners. Initial findings contribute to social progress as they highlight a need for faculty to draw upon all of its intellectual and political capital to ensure our teachers graduate with specific skills representative of the growing diversity in our schools.

Authors

• Jaclyn Hernandez, Arizona State University

• Margarita Jimenez-Silva, Arizona State University

• Joi Merritt, Arizona State Univeristy

• Malissa Thibault, Arizona State University

• Wendy Farr, Arizona State University

• Rolando Robles, Arizona State University