Clarkson, P. & Carter, L. (2017). Multilingual contexts: a new positioning for STEM teaching/learning. 3R. Millar. Cognitive and Affective Aspects in Science Education Research: Selected Papers from the ESERA 2015 Conference 233-242. Switzerland: Springer International Publishing. Retrieved from https://doi.org/10.1007/978-3-319-58685-4_18
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 of Education
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