Supporting ELLs in STEM

Abstract

English Language Learners (ELLs) are underperforming in Science, Technology, Engineering, and Mathematics (STEM) classes. Based on the educational theory of constructivism, ELLs need educational experiences that build off their prior knowledge. The overarching research question of this Capstone is: How to support ELLs in STEM. ELLs are underperforming in STEM content areas in the U.S., and in service STEM teachers have had little training on how to support ELLs (Besterman et al., 2018). In addition, Latino/a individuals are underrepresented in STEM career fields (Funk & Parker, 2018). This capstone project creates opportunities for STEM teachers to learn about researched based strategies to support ELLs, and practice implementing the strategies into lessons of their own with guidance from ESOL teachers. From the PD, STEM teachers and ESOL teachers will learn the importance of supporting ELLs with research based strategies in STEM classrooms. ESOL and STEM teachers will build collaborative relationships that are meant to continue beyond the training. More research needs to be done on strategies to support ELLS in STEM and on the possible need for ESOL services in STEM classes.