Multilingual contexts: a new positioning for STEM teaching/learning

Book chapter


Clarkson, Philip and Carter, Lyn. (2017) Multilingual contexts: a new positioning for STEM teaching/learning. In In R. Millar (Ed.). Cognitive and Affective Aspects in Science Education Research: Selected Papers from the ESERA 2015 Conference pp. 233 - 242 Springer International Publishing. https://doi.org/10.1007/978-3-319-58685-4_18
AuthorsClarkson, Philip and Carter, Lyn
EditorsR. Millar
Abstract

Multiple cultures and languages are represented in most classrooms worldwide. Hence the majority of teachers may now expect to work with at least some pupils from ethnic, linguistic, and/or cultural groups distinct from their own. Cultural, linguistic, political, and social issues in learning have until recently been seen as distant to and have had little impact on the teaching and learning of STEM. But the problems of “others” that are “different” from “us” are now a reality (Babaci-Wilhite 2016; Markic and Abels 2016). If STEM education is to become an equitable practice, there is a continuing need for research that takes seriously an understanding of the complexity of the teaching and learning in multilingual situations and the possible benefits these may have.

Page range233 - 242
Year2017
Book titleCognitive and Affective Aspects in Science Education Research: Selected Papers from the ESERA 2015 Conference
PublisherSpringer International Publishing
Place of publicationSwitzerland
ISBN9783319586847
Digital Object Identifier (DOI)https://doi.org/10.1007/978-3-319-58685-4_18
Research GroupSchool of Education
Journal citation3, pp. 233 - 242
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https://acuresearchbank.acu.edu.au/item/8577z/multilingual-contexts-a-new-positioning-for-stem-teaching-learning

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