The impact of instructional design on language acquisition in multilingual STEM classrooms

Authors

  • Fadeke Adeola Atobatele Department of Educational Leadership and Policy Studies, University of Texas, Arlington, USA
  • Olateju Temitope Akintayo University of Nebraska, Lincoln, USA
  • Patricia Diane Mouboua Seymour Dual Language Academy, Syracuse City School District, USA

DOI:

https://doi.org/10.51594/estj.v5i5.1113

Abstract

This conceptual review investigates the profound influence of instructional design on language acquisition within the dynamic context of multilingual STEM classrooms. In an era marked by the intersection of diverse linguistic backgrounds and the growing emphasis on STEM education, understanding how instructional strategies can facilitate language learning alongside scientific inquiry is imperative. This paper navigates through the intricate terrain of curriculum development to elucidate strategies to foster environments conducive to language acquisition and scientific exploration. The strategies for seamlessly integrating language objectives into STEM lessons are central to this exploration. The paper underscores the importance of deliberate planning to embed language proficiency goals within the framework of scientific concepts, thereby facilitating a holistic approach to learning. Furthermore, it illuminates the role of collaborative learning activities in nurturing language skills, emphasizing the synergy between peer interaction and linguistic development. Through collaborative endeavors, students engage in meaningful discourse, negotiating language use while collectively constructing scientific knowledge. Moreover, the review delves into the efficacy of scaffolded instruction as a cornerstone for supporting students' linguistic and cognitive development. By providing structured support tailored to learners' proficiency levels, scaffolded instruction scaffolds students' language acquisition journey while concurrently scaffolding their understanding of complex STEM concepts. This targeted approach not only cultivates language fluency but also fosters conceptual mastery, ensuring equitable access to STEM education for all students regardless of linguistic backgrounds. This conceptual review offers insights into the intricate interplay between instructional design and language acquisition within multilingual STEM classrooms. By delineating strategies for embedding language objectives, fostering collaborative learning, and implementing scaffolded instruction, it contributes to the ongoing discourse on enhancing educational practices that empower students to thrive linguistically and scientifically in the multicultural landscape of modern education.

Keywords: Instructional Design, Language Acquisition, Multilingual, Stem Classrooms, Curriculum Development, Scaffolded Instruction.

Published

2024-05-05

How to Cite

Fadeke Adeola Atobatele, Olateju Temitope Akintayo, & Patricia Diane Mouboua. (2024). The impact of instructional design on language acquisition in multilingual STEM classrooms. Engineering Science & Technology Journal, 5(5), 1643-1656. https://doi.org/10.51594/estj.v5i5.1113

Issue

Section

Articles