Although non-native English speaking students are just as capable as their peers of learning subject matter in STEM (science, technology, engineering, mathematics) fields, they face additional barriers because of a misalignment in the way K-12 schoolwork is taught. Referred to as English learners, these students are learning the English language in tandem with other coursework. However, English language proficiency standards—the framework, curriculum, and instruction for which English is taught and learned—does not consider the academic content these students are learning outside of the English language. Similarly, the STEM coursework these students are learning does not take into consideration that these students are new to the English language.
Click here for original story, NYU scholar makes recommendations to end disparities in stem for English learners
Source: Phys.org