A New Paradigm for STEM Learning and Identity in English Language Learners: Science Translation As Interdisciplinary, Multi-Modal Inquiry

Abstract

This two-year case study examined multi-modal, interdisciplinary approaches to engage both immigrant English Second Language (ESL) and English Language Learners (ELL) in STEM (science, technology, engineering, math) learning and to build STEM identity and self-efficacy. Leveraging innate abilities, multiple intelligences, and self-identified interests, children in Grades 3 through 8, new to America and STEM, became inquiry-based researchers of sound-making, soundscapes, and nonverbal communication systems in diverse species including human music-making using technology, analysis, communication research, and observation skills. Using generative and lateral thinking methodology for science translation, interdisciplinary methods, and team-based learning, the students demonstrated increased STEM interest, STEM learning, and STEM skill sets while developing self-efficacy as STEM learners and communicators.