Leveraging Linguistics to Broaden Participation in STEM

Sunday, February 19, 2017: 8:00 AM-9:30 AM
Room 312 (Hynes Convention Center)
This session presents three distinct models co-created by linguists and educators, combining linguistics and science, technology, education, and mathematics (STEM) education pedagogy to improve learning environments for African-American, Haitian, and Latina/Latino students. Because socio-linguistically diverse students do not leave their cultures or language patterns at the door when they enter STEM learning environments, these programs focus on strengthening the cultural and linguistic knowledge of both educators and students. The models are grounded in community-based participatory research approaches that value students' home languages and cultures and draw on them as part of the learning process. They also emphasize local educator and student expertise to integrate the models with pertinent STEM curricula. Working with education leaders to maximize the relevance of the information has led to school-university partnerships, the creation of videos about language in the STEM classroom, and a professional development series for teachers. These models have influenced educational practices and policy in Virginia, Maryland, California, and Haiti. This panel demonstrates how, through the strategic and systematic use of linguistic knowledge as part of STEM education, educators and students can optimally develop their capacity to acquire and create knowledge and participation in STEM.
Anne Charity-Hudley, College of William and Mary
Christine Mallinson, University of Maryland, Baltimore County
Anne Charity-Hudley, College of William and Mary
Educator Linguistic Ideology About African-American English in STEM Contexts
Mary Bucholtz, University of California, Santa Barbara
Using Linguistic Science to Foster College-Going Latino/a Identities in STEM
Michel DeGraff, Massachusetts Institute of Technology
Improving STEM Education Through Technology for Active Learning in Haitian Creole