This report draws on positioning theory as a way to support bi/multilingual students’ language and science identities by recognizing their socio-cultural and linguistic differences as assets in their learning. We use this lens to reframe learners’ connections to STEM while simultaneously transforming the learning environment.
Citation: Kayumova, S., Arrigo, A. F., Harper, A., Richard, E., & Welty, H. (2022). Supporting
STEM identity development through asset-based positioning. Rapid Community Report Series. Digital
Promise; International Society of the Learning Sciences. https://repository.isls.org//handle/1/7664