Culturally and Linguistically Diverse Learners and STEAM

Teachers and Researchers Working in Partnership to Build a Better Tomorrow

Edited by:
Pamela Spycher, WestEd
Erin F. Haynes, Engage Language, LLC

Published 2019

Multilingual students, multidialectal students, and students learning English as an additional language constitute a substantial and growing demographic in the United States. But these groups of students tend to receive unequal access to and inadequate instruction in Science, Technology, Engineering, Arts, and Mathematics (STEAM), with their cultural and linguistic assets going largely unacknowledged and underutilized. The need for more information about quality STEAM education for culturally and linguistically diverse students is pressing. This book seeks to address this need, with chapters from asset-oriented researchers and practitioners whose work offers promising teaching and learning approaches in the STEAM subjects in K-16 education settings. Authors share innovative ways in which classroom teachers integrate disciplinary reading, writing, discussion, and language development with content knowledge development in STEAM subjects. Also shared are approaches for integrating indigenous epistemologies, culturally sustaining pedagogy, and students’ linguistic resources and life experiences into classroom teaching.

The value of quality STEAM education for all students is an equity issue, a civics issue, and an economic issue. Our technologically-driven, scientifically-oriented, innovative society should be led by diverse people with diverse ways of approaching and being in the world. This book aims to make quality STEAM education a reality for all students, taking into account the many perspectives, bodies of knowledge, and skills they bring from a range of cultural and linguistic backgrounds, with the ultimate goal of strengthening the fields that will drive our society towards the future. There are three primary audiences for this book: teachers (both in-service and pre-service teachers), teacher educators (both pre-service preparation and professional learning); and applied researchers. Whatever their current or evolving role, readers are encouraged to use this book and the inquiry questions provided at the end of each chapter as a launching point for their own important work in achieving equity in STEAM education.

CONTENTS
Preface: An Invitation. PART I: SCIENCE FOR DIVERSE LEARNERS. SUPERMOON! Literacy Infused STEAM, Kevin M. Carr and Lena Baucum. Fostering English Learners’ Academic Language in a Science-Themed Summer School Program, Lauren Artzi, Diane August, and Jennifer Letcher Gray. Concept-Based Teaching in Dual Language Science Classrooms: Using Oral Language Routines to Develop Scientific Descriptions and Arguments, Zenaida Aguirre-Muñoz and Maria O. Gregory. Supporting Linguistically Diverse Students in Scientific Argumentation Across Writing and Speaking, María González-Howard and Katherine L. McNeill. Using Functional Grammar to Talk and Write About Science, Mary Schleppegrell, Jason Moore, Catherine O’Hallaron, and Annemarie Palincsar. Scaffolding Young Children’s Science Writing, Pamela Spycher, Danielle Garegnani, and Thea Fabian. Supporting 3rd–8th Grade English Learners With Science Informational Texts Through Summer School Teacher Professional Learning, Karin Linn-Nieves. Balancing Cultural and Science Identity Frameworks for American Indian/Alaska Native High School Students: A Summer Research Journey, Carolee Dodge Francis, Noehealani Bareng-Antolin, and Kira Tran. Welcoming African Immigrant Students Into U.S. K–12 STEAM Classrooms Through Culturally Relevant Teaching, Sherilynn Nidever-Jordan and Michael Takafor Ndemanu. Making Everyday Phenomena Phenomenal: Next Generation Science Standards-Aligned Instructional Materials Using Local Phenomena With Diverse Student Groups, Okhee Lee, Marcelle Goggins, Alison Haas, Rita Januszyk, Lorena Llosa, and Scott Grapin. PART II: TECHNOLOGY, ENGINEERING, ARTS, AND MATHEMATICS FOR DIVERSE LEARNERS. Improving Students’ Mathematics Dispositions and Participation Through Caring Mathematics Instruction, Nancy Tseng. Engaging New Americans in STEAM: Project-Based Learning Using Genre-Based Pedagogy, James Nagle and Will Andrews. Full STEAM Ahead! Secondary Teachers’ Artful Support of ELs Through Science Photography, Alandeom W. Oliveira and Luciana C. de Oliveira. Facilitating Diverse Students’ Discourse During Mathematics Discussions: What Do Teacher Questions Have to Do With It? Mary A. Avalos and Loren Jones Contents. Integrating Coding and Composition: Linking English Language Arts, Computer Programming, and Mathematics to Develop English Learners’ Strengths Across the Content Areas, Suzie Dollesin, Harry Cheng, and Porfirio Loeza. Exploring Scaffolds and Feedback for Improving Communication in a Water Resources Engineering Laboratory Course, Cristina Poindexter and Barbara J. Merino. Theory and Evidence Linking Multilingualism and Mathematics Skills, Rachel Garrett and Erin F. Haynes. Appendix: Developing Successful Projects Within a Research–Practice Partnership by Using Stakeholder Advisory Groups, Julie Kochanek and Carrie Scholz. About the Editors. About the Contributors.