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Crossing linguistic and disciplinary boundaries? Linguistic practices in STEM/S.T.E.M. classrooms, or how a multilingual habit does not make a multilingual monk.
- Source :
-
Language, Culture & Curriculum . Mar2024, Vol. 37 Issue 1, p61-74. 14p. - Publication Year :
- 2024
-
Abstract
- In this contribution, I reflect on how multilingual pedagogies can be added to STEM and S.T.E.M. practices, in what could be called a 'double-crossing': on the one hand, crossing linguistic boundaries and, on the other, crossing specific subject knowledge. Based on a content analysis of teachers' interviews referring to their pedagogical experiences with a multilingual platform providing subject content in several languages, I reflect on the extent to which and how multilingual STEM and S.T.E.M. pedagogies are implemented and accounted for. More specifically, I analyse the arguments put forward by teachers for using or not using multilingual practices in STEM and S.T.E.M. and I delve into the apparent contradictions underlying the fact that, despite using a multilingual platform, its multilingual affordances are sometimes overlooked, underestimated or even used in monolingualised practices in multilingual settings. [ABSTRACT FROM AUTHOR]
- Subjects :
- *STEM education
*MULTILINGUALISM
*CLASSROOM environment
*MONKS
*CONTENT analysis
Subjects
Details
- Language :
- English
- ISSN :
- 07908318
- Volume :
- 37
- Issue :
- 1
- Database :
- Academic Search Index
- Journal :
- Language, Culture & Curriculum
- Publication Type :
- Academic Journal
- Accession number :
- 175361799
- Full Text :
- https://doi.org/10.1080/07908318.2023.2232389