Crossing Linguistic and Disciplinary Knowledge: How Multilingual Classroom Practices Support Critical STEM Pedagogies in Germany

• In Event: AERA Roundtable Session 13
  In Roundtable Session: STEM Education in a Globalized World: International Perspectives on Critical Teacher Education for Diversity

Abstract

Objectives & Perspectives
STEM pedagogies tend to focus on breaking boundaries between STEM disciplinary knowledge, crossing disciplinary domains. In this contribution, we reflect on how multilingual pedagogies can be added to those practices, in what could be called “double crossing”: on the one hand, the crossing of linguistic boundaries and, on the other hand, the crossing of disciplinary knowledge. We aim to demonstrate that critical STEM pedagogies should be multilingual in order to be democratized and accessible to all.

Methods
In order to achieve that goal, we present an empirical study based on the implementation of the Binogi Learning Platform in Germany. Binogi offers different curriculum content through pedagogical videos available in different (home) languages, making it possible for students to move from the school language to the home language (and back) while accessing knowledge. Such practices imply that knowledge is not constructed in just one language (or even one language at a time) but supports the development of literacy and content knowledge in (at least) two languages, supporting transfer of linguistic and academic knowledge and skills.

Data & results
Through semi-structured interviews and pre- and post-surveys of 12 teachers, conducted in 2021 in two German cities, we present teachers’ perspectives on the added value of navigating STEM content in different languages, in linguistically diverse classroom contexts.

Scholarly significance of the study
More particularly, based on content analysis of the teachers’ interviews, we: 1) reflect on how multilingual STEM pedagogies can be a path to greater equity in education and contribute to valuing children’s linguistic repertoires; 2) discuss the challenges faced by teachers in implementating multilingual STEM pedagogies, advancing perspectives for pre-service and in-service teacher education.

Author

• Silvia Melo-Pfeifer, University of Hamburg