Enhancing Culturally and Linguistically Responsive Content Teaching With STEM Teachers: Case Study

• In Event: Centering Equity in STEM Education

Abstract

As the number of multilingual learners grows, culturally and linguistically responsive (CLR) teaching becomes increasingly critical, especially in STEM classrooms. Many STEM educators struggle to relate CLR teaching to their practice, highlighting the urgent need for comprehensive professional development (PD). This case study, anchored in a two-year National Professional Development program, focused on two middle school science and math teachers from a larger cohort, investigating their perspectives, strategies, and knowledge regarding CLR teaching. Additionally, it examines how their understanding and application of CLR evolved after two years of immersive PD. Findings revealed that both teachers applied instructional strategies that supported simultaneous learning of content concepts and language development, which indicates a deeper understanding of creating culturally and linguistically inclusive classrooms.

Authors

• Manqian Zhao, George Mason University

• Sujin Kim, George Mason University

• Woomee Kim, George Mason University