Publication Date

2017

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.

School/Institute

School of Education

Document Type

Book Chapter

Access Rights

ERA Access

Access may be restricted.

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