Affordances of engineering with English learners

• Published in: Science education (Salem, Mass.) Vol. 105; no. 2; pp. 255 - 280
• Main Authors: Cunningham, Christine M., Kelly, Gregory J., Meyer, Natacha
• Format: Journal Article
• Language: English
• Published: New York Wiley 01.03.2021; Wiley Periodicals Inc
• Subjects: Academic Language; Affordances; Difficulty Level; disciplinary knowledge; discourse; emergent multilingual; Engineering; Engineering Education; English as a second language; English as a second language learning; English Language Learners; English learners; Identity; Language of Instruction; Medium of instruction; Multimodality; Science education; Second Language Learning; STEM Education; Student Diversity; Terminology; Vocabulary Development
• ISSN: 0036-8326; 1098-237X
• DOI: 10.1002/sce.21606

In this position paper, we draw from previous research and theoretical developments in the field to propose a set of affordances of engineering with English learners (ELs). Students learning both the language of instruction (e.g., English) and academic subject matter (e.g., engineering, mathematics, science) face the challenge of making sense of linguistically complex terminology of disciplinary knowledge. We posit that engineering provides a unique set of benefits for such learners due to a number of factors associated with the discipline of engineering, including the materiality of the knowledge, the potential for multimodal communication, and the contextualization of knowledge in specific task‐oriented activities. We also recognize that engineering benefits from participation by diverse learners including ELs as solutions are strengthened by a multitude of ideas and perspectives. Although this paper focuses on ELs, we recognize that such affordances are also valuable for all students, including native English speakers, and that they may be particularly important for students who may benefit from additional linguistic supports for developing academic literacies. We identify the affordances, anchoring them in elementary classroom experiences and teacher testimonials, and propose a research agenda for future study.