International Journal of Learning and Teaching Vol. 7, No.

2, June 2021

The Influence of Teaching English in STEM

Education for ESL Learners amidst a Changing
World after COVID19
Nahima Sultana, Huda Kahwaji, and Premnadh M Kurup
School of Education, La Trobe University, Melbourne, Australia
Email: nsrekha07@gmail.com, h.kahwaji@latrobe.edu.au, p.kurup@latrobe.edu.au

Abstract—With the globalising of education, discourse about Despite the realisation of the importance of STEM
the teaching of ESL (English as a second language) has learning in English for ESL learners globally, limited
contested ‘old’ literacy teaching and learning. Innovative research exists in language-integrated science
approaches to language have changed perspectives about intervention. In this article, we seek to identify the current
teaching and learning English in STEM (Science,
Technology, Engineering and Mathematics) education and
pedagogies underpinning teaching and learning English
paved the way for ‘new’ developments of literacy practices. as a second language in STEM subjects. Using social
Yet, STEM education for ESL leaners is still standing in a constructivism as a theoretical framework, this article
disjuncture between the global digital forms of focuses on the literature detailing the issues ESL teachers
communication and traditional practices. This paper draws and students face in STEM subjects. Providing further
upon recent literature investigating the teaching of English understanding and a call for a content-language integrated
for ESL learners to engage in a robust discussion about ESL approach to teaching STEM subjects for enhancing ESL
teaching practices in STEM education. It presents some of students' English proficiency and academic achievement
the issues facing ESL teachers and learners, as well as the in STEM content subjects also remain in focus.
knowledge and skills that ESL practitioners must acquire
and integrate into their classroom practice to successfully
STEM education is facing several issues in teaching
address these arising challenges. This paper presents a need STEM subjects through English as a medium of
to change the current pedagogical practices in STEM instruction. Most teachers involved in teaching STEM are
Education to consider ESL learners’ needs in today’s disciplinary experts in either science or mathematics.
globalising and digital society, particularly in the midst of Even among science teachers, they can be physical
the rapid and continually evolving changes due to COVID19. science and biological science focused only [18]. Overall

STEM education at present is a collective teaching of the
Index Terms—STEM education, ESL teaching and learning disciplines involved. It is a cross-disciplinary of the
disciples involved and sometimes integrated where
I. INTRODUCTION practices and approaches vary from school to schools and
teachers to teachers. In this context, ESL learners need
The market-driven processes of globalisation have special focus and learning plans. STEM education
increased the demand for English teaching institutions focusing with ESL learners needs an integration of
worldwide to prepare individuals for global careers in innovative pedagogies along with traditional and routine
communication, science, education, business, diplomacy business of teaching and learning, examinations, and
and entertainment [1] In this globalised environment, reporting. STEM pedagogy also needs a fundamental
STEM education has been realised as a main driver to shift in pedagogy towards more ESL focused practices
support the technology driven future and several studies and integrating STEM subjects, which is found to be
supported this view [2]-[10]. STEM learning in English challenging [19]. It is important to focus on English
has gained importance over the last two decades due to language among ESL learners while approaching
the rising popularity of content-based ELT methods and a integrated STEM education, particularly in post COVID
STEM-based future world. Most non-English speaking scenarios where innovations in teaching and learning take
countries in the EFL setting across have adopted STEM place.
education with variable extent by utilising English as a
Medium of Instruction (EMI) to increase English II. STEM EDDUCATION AND ESL ENGLISH: PRESENT
language proficiency indicated by several research [11]- CLASSROOM PRACTICE AND PEDAGOGY
[15]. ESL learners are constantly increasing in number
globally and participation of ESL learners in greater Within English Speaking Countries (ESC), and Non-
proportions brings diversity to the STEM field workforce ESC contexts, various pedagogies to integrate ESL and
[16], [17]. STEM education coexist. Research indicates that most of
these interventions and conceptual frameworks within the
learning of STEM subjects are based on traditional views
Manuscript received March 21, 2021; revised June 8, 2021.

© 2021 International Journal of Learning and Teaching 175

doi: 10.18178/ijlt.7.2.175-180
 International Journal of Learning and Teaching Vol. 7, No. 2, June 2021

of science education. The main goal is learner’s mastery more prevalent for students in rural areas due to low
of scientific content was paramount and seeks to focus on English language proficiency. Using English as medium
student language proficiency and literacy achievement. of instruction is one of the main contributors to the
This traditional views of teaching STEM subjects draw substandard performance of learners in schools. Unlike
on traditional views of teaching English as Second students in urban areas where English is the medium of
language, where the focus is students mastering the instruction of all subjects, learners studying STEM in
linguistic forms. Contemporary approaches to STEM rural schools where L1 is used as medium of instruction
education take on effective science education center [28] indicate that scientific language is difficult to
around the desire for students to develop the necessary understand when English is employed as the language of
skills to make sense of scientific experiences and present teaching and learning in Mathematics and science. A
solutions to problems, just as qualified scientists and study [29] indicates that this issue is even more critical in
engineers are expected to [20]. This is a shift from the traditionally underrepresented groups in terms of
traditional views and is very significant. The socioeconomic status, race and ethnicity. Migrants
contemporary science education involves collaborative comprise the major portion of this group, a sizable and
engagement in presenting models, constructing evidence- fast-growing segment of students.
based arguments and explanations as a means of ESL learners are a rapidly growing student population
developing and strengthening individual scientific ideas. who represent immensely diverse cultural backgrounds
[21] use the term knowledge-in-use to describe this form [10]. Researchers have found that it may be more difficult
of science learning, as using and applying knowledge for for ESL students to learn STEM content when compared
a specific purpose are involved. An emerging to their non-ESL peers, even when ESL students display
sociocultural perspective, where language is considered proficient use of English language in their everyday lives.
to be acquired though social participation in meaning- Findings such as this have prompted significant research
making practices differs from the traditional view that into the barriers that exist to limit ESL students’
grammar and vocabulary are internalised by learners academic success, with a predominant focus on English
[22]-[24]. The term language-in-use is applied here as language proficiency and instruction-related teaching.
using language for a set purpose underpins this approach This increase the effort and time on the part of the ESL
to language learning [25]. This would strengthen student can have a negative influence upon their overall
conceptualization of contents better in STEM education performance in STEM subjects, and even lead to the
among ESL students. unfair assumption that ability is lacking.
An additional barrier to ESL student’s centres around
III. ISSUES IN TEACHING ESL IN STEM EDUCATION instruction. The level of training teachers receives
IN NON-ENGLISH-SPEAKING COUNTRIES regarding teaching methods to meet the instructional and
linguistic needs of ESL students. Interventions including
The traditional pedagogical approaches to teaching teacher training programs (emphasising oral and visual
STEM subjects impose pressures for ESL learners
instruction), frameworks to inform methods of learning
studying STEM. ESL learners are experiencing STEM vocabulary and a direction to engage in hands-on
instructional, curriculum and materials issues in learning classroom activities have been put in place to address
STEM education. The issues arise from the content
these barriers.
matter and the complex science language. ESL learners The focus within the literature upon language
face challenges with science language and develop a proficiency and instructional modes as barriers to ESL
Language Identity Dilemma (LID) as they learn scientific
learners in a STEM context fails to address the
concepts and terms in both colloquial and academic psychological barriers students must also contend with,
scientific language, which is believed to facilitate a most notably their perception of belonging. This research
stronger understanding and greater retention ability with presents information to affirm that student academic
elementary level science students i.e., the concept of performance, and persistence in STEM, can be influenced
‘force’ in physics [26]. Also, the use of simple language
strongly by student feelings of belonging. Analysis of
such as ‘piece of light’, instead of photons. To highlight quantitative research focusing on younger ESL students
this further, the success of ESL students in STEM is (Middle and Elementary School) reveals high levels of
reliant upon their ability to understand STEM specific
uncertainty regarding belonging, combined with a lower
English vocabulary and apply it to the content of which sense of school belonging, to be a predictor for student
they are learning. Some ESL students find this aspect to academic performance. Such findings are on par with the
be especially difficult because, quite frequently, the
experiences of students in other underrepresented groups
English words used in STEM have different meanings and their academic performance in STEM.
when considered in non-STEM contexts (e.g., volume,
tangent, formula, and plane).
IV. ENGLISH IN STEM AND STEM IN ENGLISH: AN
This also shows how scientific language shapes
INNOVATIVE APPROACH
students experiences of learning science. The research
[27] highlighted that biology courses included new A notable shift toward a more practice and socially
terminology in initial year of STEM. Students often orientated view of learning has occurred in both science
conflated the meaning of words that had an alternative to and Second Language Acquisition (SLA) education. The
the context of science. In non-ESC contexts, this issue is recent innovation has been to refer to everyday

© 2021 International Journal of Learning and Teaching 176

 International Journal of Learning and Teaching Vol. 7, No. 2, June 2021

phenomenon-based activities to improve language, resources [39]. [40] see language within a wider
particularly science language and proficiency. This communicative view. These scholars, similarly, to the
emphasis upon knowledge-in-use and language-in-use New London Group [40] suggest that rigid linguistic
combine to promote both language and science learning conceptualisations of language are too restrictive in
with ESL. Altering language and science instruction in today’s diverse cultural and pluri-linguistic contexts,
this mutually supportive way leads to greater coherence where language and language codes regularly interact and
in promoting student learning of science and language, overlap.
especially for ESL [30]. As previously mentioned, the traditional view of
Current approaches and methods in ESL contexts teaching language is still dominantly in STEM education.
where English is taught for general or specific business Linguistic theorists tend to view language as a set of rules
and academic purposes [31] include the Communicative and patterns that ‘control’ how language works. This
Language Teaching (CLT) method, Content- Based view includes principles of combining words in multiple
Instruction (CBI) method, Task-Based Learning (TBL) different patterns to form a finite set of sentences (which
method, Task-Based Instruction (TBI) and Content and have their own internal patterns. The focus of this
Language Integrated Learning (CLIL) method [32]. This abstract view of language is on a ‘system’ of linguistic
integrated method of teaching and learning STEM structures, and this tradition of linguistic theory
subjects has been acknowledged since 1980 where the represents little or no interest in the diversity of people
English language and STEM content are combined, and social groups using those structures or systems [41].
utilising English for the delivery of STEM. This approach However, this perspective has been challenged by other
is targeted towards K-12 learners in an ESL context, with theories that view language in relation to who uses it and
the key aim to improve English language proficiency. It the culture within which it is used. Sociolinguists, for
tests the students based on their skills and maintains instance, view language as a form of social behaviour.
encouragement throughout by ensuring learners gain The concept of multiliteracies or multimodality and using
hands on experience in their own fields. This helps to multimodal literacy practices in language classrooms can
keep students interested and acts as a driving force for be seen as another way of language educators responding
students to display their flexibility and sense of to the restrictions of what they see as more rigid linguistic
practicality while they are learning. The characteristics of conceptualisations of language. [42] also sees the field of
pedagogical methods can be firstly, responding to the multimodality as moving out and away from singular
requirements and interests of learners, and secondly, align notions of language. Furthermore, Jewitt prefers to see
their needs with the contextual characteristics of which multimodal language as “extend[ing] the social
will be applicable in the future [33]. representation of language and its meanings to the whole
This substantive pedagogical integration of content range of representational and communicational modes or
areas and English language education determine can help semiotic resources for making meaning that are employed
achieve content standards in conjunction with the in a culture – such as image, writing, gesture, gaze,
development of English language proficiency. speech, posture” (p.1).
Researchers e.g., [34]-[36] implemented this approach to According to [43], we experience the world through
integrate English and STEM education found this our senses and through multiple modes of communication
integrated approach is more meaningful and authentic for to which each of our senses are attuned. [44] reframe
learning. Integrating ESL and STEM subject learning in language as “the communicative repertoire available to
English through an instructional additional language is each individual within a multiplicity of needs, practices
influential in improving English language learning in and contexts”. According to Nicholas and Starks, they
STEM. CLIL offers a more authentic setting for language believe this merit “a shift in thinking about modes of
learning, targeting meaning and fluency rather than form language from oral, written and signed to one that
and accuracy respectively. However, Content-Based engages with the multiple ways in which traditional
Integration (CBI) is believed to be more suitable for ESL linguistic and non-linguistic features interact” [44]. By
(ESC) context while CLIL is considered most appropriate implementing multimodal pedagogies in the context of
for EFL (non-ESC) context. dominant traditional pedagogies higher education, ESL
The theories of language are also implemented in students are given an opportunity to use a wider palette of
teaching STEM subjects through the medium of English. semiotic resources, a study [45] identifies the need for
It is commonly believed that communication is the main recognising and adapting pedagogical strategies to
function of human language. Language can be seen as the address ‘multiliteracies’ in the ways adult ESL learners
dominant medium through which the communication adults are learning.
occurs, and it provides humans with symbolic resources This contemporary view of Language pedagogy has
through which to manipulate ideas. It is not a started to find its way in STEM education. Multimodality
distinguishing feature of all languages because all is fundamental in science. Multimodalities, specifically
creatures communicate in some way. For Yule, like many non-linguistic, are essential in communicating meaning.
other socio-cultural language scholars [37], [38] Appreciating the relevance and benefit of multimodality
creativity is a crucial dimension of human language. in science, and other content areas, redirects attention to
Humans not only communicate but also create new the assets using multimodality can bring to the classroom
expressions and novel utterances by using their linguistic rather than focus on language skills that are lacking [30].

© 2021 International Journal of Learning and Teaching 177

 International Journal of Learning and Teaching Vol. 7, No. 2, June 2021

One notable approach to teaching STEM subjects  Teachers providing authentic experiences perusing
multiple modalities must be considered as a means for beyond challenges and produce ownership of
supporting ESL students to engage in language intensive knowledge among ESL learners’ using for further
SEPs such as constructing explanations and arguing from innovations
evidence. Students in the NGSS science classroom use  Increase teacher’s self-efficacy to promote
graphs and tables as tools when interpreting and implementing ESL focused STEM activities in
analysing data. Over the course of instruction, as ESL classroom practices.
students increase their scientific understanding, they The following Fig. 1, details the approaches needed to
increasingly draw upon multiple modalities e.g. drawings implement for building confidence for learning STEM
and symbols. Importantly, students learn how to apply among ESL learners.
various modalities to communicate the increasing Initiatives for ESL Learners in STEM Education
sophistication of their ideas. More specifically, students
grow in understanding of when to display information in
graphs, how tables represent patterns and how arrows are ESL Focused
Initiatives of STEM
used to convey relationships. This can be particularly ESL Learners
and STEM ESL Focused STEM
Innovation Teaching
/Learning
Education
significant in the current context of the increasing of Confidence

online delivery. ESL learners find direct teaching in a

classroom more beneficial to their learning as they can
have conversations with their teacher, see facial Figure 1. Overall picture of Building the STEM Learning onfidence
expressions and ask questions as they arise. In classroom Fig. 1. Overall Picture of Buildingamong
the STEM Learning
ESL Confidence among ESL learners.
learners.
learning environments, students are also able to engage
with peers. This provides learning opportunities too. It is STEM education across the world in general and in
understandable then that a key issue for those learning non-speaking countries in particular is struggling to
English as a second language amidst Covid-19 develop and improve teaching and learning models for
restrictions is the reduced face-to-face learning ESL learners. With the increasing of online teaching,
opportunities within all education settings. If this particularly in the face of school closure in response to
structure of more online classes and interaction prevails COVID 19, there is a need to equip in all initiatives of
post COVID19, much of this personal contact and integrated STEM education, especially those are tailored
interaction is lost. for ESL learners, to integrate more innovative
pedagogical practices to address students’ needs in
V. CONCLUSION acquiring knowledge in both STEM subjects and English
language.
English language is widely accepted and recognised all
over the world as a language of effective communication. CONFLICT OF INTEREST
English language learning is necessary all over the world,
particularly in developing non-English speaking countries All the material previously published or written by
(non-ESC). Effectively teaching ESL students with another person is properly cited in the article, and the use
STEM content presents a challenge for every nation and is non-commercial and no modifications or adaptations
it can influence individuals, societies and communities in are made.
a much broader sense.
A constructivist approach in which teacher AUTHOR CONTRIBUTIONS
pedagogical content knowledge and discipline content
Nahima Sultana used her Minor thesis theoretical
knowledge produce an evolution and development of
research to develop the main content of this paper. She
integrated knowledge in classroom practices is vital and
worked on formatting the article and the referencing
English language needs a clear focus for ESL learners
following the journal's guidelines. Huda Kahwaji is the
[46]. It is always a challenge to create integrated STEM
corresponding author. She contributed to the body of
tasks identifying multi-disciplinary contents to make
literature with additional research in the area of ESL
coherent and formulate strategies to implement in
learning and teaching. Prem Kurup added enhanced the
classroom practices that suits to ESL learners. The
literature in regards to STEM education and added the
following key focus should be implemented for an
conceptual framework.
effective STEM practice where ESL learners will be
benefitted:
REFERENCES
 Integrated STEM content knowledge and a
creative pedagogical content knowledge specially [1] A. M. B. Altasan, “English Language Provision in Australia
within the Global Context of ELT,” American Journal of
connecting ideas and situations suiting to ESL Educational Research, vol. 4, no. 7, pp. 563-569, 2016.
learners [2] R. W. Bybee. (2013). The Case for STEM Education: Challenges
 Students dealing with real-world issues for solving and Opportunities. [Online]. Available: https://ebookcentral-
problems creatively and innovatively using an proquest-com.ez.library.latrobe.edu.au
[3] Canada 2067. (2017). Canada 2067 STEM learning roadmap..
inquiry-based approach where key content should [Online]. Available: http://bit.ly/2FFtFdO
be explicit to ESL learners. [4] N. Galloways. (2017). How effective is English as a medium of
instruction (EMI)? [Online]. Available:

© 2021 International Journal of Learning and Teaching 178

 International Journal of Learning and Teaching Vol. 7, No. 2, June 2021

https://www.britishcouncil.org/voices-magazine/how-effective- [25] O. Lee, H. Quinn, and G. Valdes, “Science and language for
english-medium-instruction-emi english language learners in relation to next generation science
[5] P. Kurup, M. Li, X. Powell, and G. Brown, “Building future standards and with implications for common core state standards
primary teachers' capacity in STEM: Based on a platform of for English language arts and mathematics,” Educational
beliefs, understandings and intentions,” International Journal of Researcher, vol. 42, no. 4, pp. 223–233, 2013.
STEM Education, vol. 6, no. 1, pp. 1-14, 2019. [26] B. A. Brown, B. Donovan, and A. Wild, “Language and cognitive
[6] National Academies of Sciences, Engineering, and Medicine, interference: How using complex scientific language limits
EnglishLearners in STEM Subjects: Transforming Classrooms, cognitive performance,” Science Education, 2019.
Schools, and Lives, Washington, DC: The National Academies [27] L. Baker, “Metacognition, reading, and science education,” in
Press, 2018. Science Learning: Processes & Applications Newark, S. Santa and
[7] National Academies of Sciences, Engineering, and Medicine, D. E. Alverman, Eds., DE: International Reading Association
Promoting the Educational Success of Children and Youth Press, 1991, pp. 2–13.
Learning English: Promising Futures, Washington, DC: The [28] M. Makgato, “Barriers associated with the use of English in the
National Academies Press, 2017. teaching of technology in grade 9 at some schools in Eastern Cape
[8] H. Nicholas and D. Starks, Language Education and Applied Province,” Africa Education Review, vol. 12, no. 2, pp. 180-192,
Linguistics: Bridging the Two Fields, Florence: Taylor and Francis, 2015.
2014. [29] G. Estrella, J. Au, S. Jaeggi, and P. Collins, “Is inquiry science
[9] Office of the Chief Scientist, Science, Technology, Engineering instruction effective for english language learners? A meta-
and Mathematics in the National Interest: A Strategic Approach, analytic review,” AERA Open, vol. 4, no. 2, pp. 1-23, 2018.
Canberra, Australia, 2013. [30] O. Lee, L. Llosa, S. Grapin, A. Haas, and M. Goggins, “Science
[10] A. Walqui and M. Heritage. (2012). Instruction for diverse groups and language integration with English learners: A conceptual
of English language learners. [Online]. Available: framework guiding instructional materials development,” Science
https://ell.stanford.edu/sites/default/files/pdf/academic-papers/09- Education, vol. 103, no. 2, pp. 317-337, 2019.
Walqui%20Heritage%20Instruction%20for%20Diverse%20Group [31] J. Harmer, The Practice of English Language Teaching, UK:
s%20FINAL_0.pdf Pearson, 2014.
[11] J. Dearden. (2014). English as a Medium of Instruction-A [32] J. Richards and T. Rodgers, Approaches and Methods in Language
Growing Global Phenomenon. [Online]. Available: Teaching, Third Ed., Cambridge, Cambridge University Press,
https://www.britishcouncil.org/education/ihe/knowledge- 2015.
centre/english-language-higher-education/report-english-medium- [33] T. B. Velasquez, “‘Hybrid method’ an integrated pedagogical
instruction method for EFL teaching and learning*,” Zona Próxima, vol. 17,
[12] M. O. Hamid, H. Nguyen, and R. Baldauf, “Medium of instruction 2012.
in Asia: Context, processes and outcomes,” Current Issues in [34] A. Akbarov, K. Gonen, and H. Aydoğan, “Content and (English)
Language Planning, vol. 14, no. 1, pp. 1-15, 2013. language integrated learning (CLIL) applied to math lessons,”
[13] G. Hu, “English-medium Instruction in higher education: Lesson Acta Didactica Napocensia, vol. 11, no. 2, pp. 1-10, 2018.
from China,” The Journal of Asia TEFL, vol. 16, no. 1, pp. 1-11, [35] E. I. Korosidou and E. A. Griva, “My country in Europe’: A
2019. content-based project for teaching English as a foreign language to
[14] J. L. Ringle, W. A. Mason, R. G. Oats, and J. Cogua, “Parenting young learners,” Journal of Language Teaching and Research, vol.
Children and Adolescents (PARCA) scale English to spanish 4, no. 2, pp. 229-243, 2013.
translation: An investigation of measurement invariance,” Journal [36] K. Suwannoppharat and S. Chinokul, “Applying CLIL to English
of Family Psychology, vol. 33, no. 8, pp. 938–944, 2019. language teaching in thailand: Issues and challenges,” Latin
[15] A. Wijayatunga, “English as a medium of instruction in secondary American Journal of Content and Language Integrated Learning,
schools in Srilanka: Challenges,” in Proc. 4th International vol. 8, no. 2, pp. 237-254, 2015.
Conference on Education, 2018, pp. 151-161. [37] B. Doecke and G. Parr, Writing = learning, Kent Town:
[16] M. Christison and D. E. Murray, What English language teachers Wakefield Press, 2005.
need to know Volume III: Designing Curriculum, New York: [38] P. Schlesinger, “Creativity: from discourse to doctrine?” Screen,
Taylor and Francis, 2014. vol. 48, no. 3, pp. 377-387, 2007.
[17] R. Lara-Alecio, F. Tong, B. J. Irby, C. Guerrero, M. Huerta, and Y. [39] G. Yule, The Study of Language, Cambridge University Press,
Fan, “The effect of an instructional intervention on middle school 2020.
english learners' science and english reading achievement,” [40] G. Kress and T. V. V. Leeuwen, Multimodal Discourse: The
Journal of Research in Science Teaching, vol. 49, no. 8, pp. 987- Modes and Media of Contemporary Communication, London:
1011, 2012 Hodder Education, 2001.
[18] Y. Dong, J. Wang, Y. Yang, and P. M. Kurup, “Understanding [41] S. Lamb, Language and reality. New York and London:
intrinsic challenges to STEM instructional practices for Chinese Continuum International Publishing Group, Ltd, 2004.
teachers based on their beliefs and knowledge base,” International [42] C. Jewitt, Ed., The Routledge Handbook of Multimodal Analysis,
Journal of STEM Education, vol. 7, no. 1, p. 47, 2020. London: Routledge, 2009.
[19] K. C. Margot and T. Kettler, “Teachers’ perception of STEM [43] J. Zuengler and E. R. Miller, “Cognitive and sociocultural
integration and education: A systematic literature review,” perspectives: Two parallel SLA worlds?” TESOL Quarterly, vol.
International Journal of STEM Education, vol. 6, no. 1, p. 2, 2019. 40, no. 1, pp. 35–58, 2006.
[20] National Research Council, A Framework for K‐12 Science [44] H. Nicholas and D. Starks, Language Education and Applied
Education: Practices, Crosscutting Concepts, and Core Ideas, Linguistics: Bridging the Two Fields, Florence: Taylor and Francis,
Washington, DC: National Academies Press, 2012. 2014.
[21] C. J. Harris, J. S. Krajcik, J. W. Pellegrino, and K. W. McElhaney, [45] H. Kahwaji, “Critical inquiry into an ELICOS writing programme:
“Constructing assessment tasks that blend disciplinary core ideas, Exploring multimodal pedagogies through action research,”
crosscutting concepts, and science practice for classroom Doctoral dissertation, Monash University, 2019.
formative applications,” Menlo Park, CA: SRI International, 2016. [46] D. F. Treagust, M. Won, and R. Duit, “Paradigms in science
[22] D. Larsen‐Freeman, “Reflecting on the cognitive‐social debate in education research,” in Handbook of Research on Science
second language acquisition,” The Modern Language Journal, vol. Education, L. G. Norman and S. K. Abell, Eds., New York, NY:
7, pp. 773–787, 2007. Routledge, 2014, pp. 3–17.
[23] G. Valdés, “Latin@s and the intergenerational continuity of
Spanish: The challenges of curricularizing language,” Copyright © 2021 by the authors. This is an open access article
International Multilingual Research Journal, vol. 9, no. 4, pp. distributed under the Creative Commons Attribution License (CC BY-
253–273, 2015. NC-ND 4.0), which permits use, distribution and reproduction in any
[24] A. Wiseman and A. Odell. (2014). Should non-English-speaking medium, provided that the article is properly cited, the use is non-
countries teach in English? [Online]. Available: commercial and no modifications or adaptations are made.
https://www.britishcouncil.org/voices-magazine/should-non-
english-speaking-countries-teach-in-english

© 2021 International Journal of Learning and Teaching 179

 International Journal of Learning and Teaching Vol. 7, No. 2, June 2021

Nahima Sultana recently completed her Premnadh M Kurup is a STEM academic at

Master in TESOL from La Trobe University, La Trobe University Melbourne. He has
Melbourne, Australia in 2020. Prior to this, interdisciplinary and cross faculty experience,
Nahima Sultana studied Economics (Master and national and international collaborations.
in Economics from National University, He is a professional member and charted
Gazipur, Bangladesh), ELT (Master in chemist of Royal Society of Chemistry, UK,
English Language Teaching from Eastern Royal Australian Chemical Institute and
University, Dhaka, Bangladesh) and recently the National Committee for
‘Education Studies’ (Bachelor in Education Chemistry in Australia has nominated him to
from National University, Gazipur, the IUPAC Committee on Chemistry
Bangladesh) respectively. Education as an Associate Member. He has research collaborations
She is currently teaching ‘Economics and Global Studies’ at BMAR internationally with UCL, London, Beijing Normal University and IIT
Public College in Dhaka, Bangladesh. As a part of her Master in Kanpur, India. His research is focused with innovative, interdisciplinary,
TESOL study, she did a minor thesis on STEAM education and English and integrated approaches in STEM education and publications are
language learning (Influence of English as an instructional additional connected to coherent and collaborative team of interdisciplinary
language in STEM subjects: A Proposed Conceptual Framework to researchers.
develop English language proficiency for K-12 learners) which is her
major area of current and future research interest.
Ms Sultana is a member of MLTAV (Modern Language Teachers’
Association of Victoria), BSTQM (Bangladesh Society for Total Quality
Management) and Vic TESOL who naturally want to pursue her further
career in English language learning (ELL) through innovative concepts
and framework by integrating STEAM education and English language
learning in a suitable context.

Huda Kahwaji is an academic at La Trobe

University, School of Education. Working
within educational sectors across Australia
and the Middle East and a career spanning
three decades, she has been at the forefront of
many initiatives and course developments. A
Bachelor of English Language and Literature
(Tishreen University, Syria) piqued a passion
for lifelong learning and research. Her most
recent studies include a Doctor of Philosophy
(PhD in Education, Monash University Melbourne)) and Masters of
TESOL (La Trobe University). Her interest in Pedagogy, English as
Second Language, multiliteracies and literacy skills required for
academic purposes, as well as students’ engagement continues to drive
her research focus.

© 2021 International Journal of Learning and Teaching 180