Productive Communication in an Afterschool Engineering Club with Girls Who Are English Language Learners

Autor/inn/en	McVee, Mary; Silvestri, Katarina; Shanahan, Lynn; English, Ken
Titel	Productive Communication in an Afterschool Engineering Club with Girls Who Are English Language Learners
Quelle	In: Theory Into Practice, 56 (2017) 4, S.246-254 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2017.1350490
Schlagwörter	After School Programs; Clubs; Females; English Language Learners; Engineering Education; Communication Skills; Classroom Communication; Grade 3; Elementary School Students; Elementary School Science; Science Instruction; Grade 4; Design; Student College Relationship + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Club; Klub; Weibliches Geschlecht; Ingenieurausbildung; Kommunikationsstil; Klassengespräch; School year 03; 3. Schuljahr; Schuljahr 03; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	This article [explores] the learning of girls who were in a co-ed after school engineering club related to the project: Designing Vital Engineering and Literacy Practices for Science, Technology, Engineering, and Math for Elementary Teachers and Children (DeVELOP STEM ETC). While few girls grow up to become engineers in the US, recently more attention has focused on practices that engage girls in order to grow interest in engineering and engineering careers. In this article, we follow three eight and nine-year-old girls (3rd graders). We illustrate how key features of the Engineering Design Process intersect with a multimodal model of Productive Communication to help the girls enact identities as girls and as engineers as they design and build a bridge. We argue that to enact the Next Generation Science Standards, particularly those related to engineering, engineering and STEM educators must attend to the disciplinary literacies and communicative modes of girls and other under-represented minorities. This is also particularly important for learners who are still new to learning English and who may benefit from multimodal interactions and diverse opportunities to learn. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01