Adapting STEM lectures for culturally and linguistically diverse classrooms

Abstract

STEM courses, especially the introductory courses, tend to be heavy on learning and mastering sequential concepts. With the increase in culturally and linguistically diverse students, it is important for faculty to minimize mainstream culturally-bound words and linguistic idioms so as to minimize student confusion and maximize student learning. In addition, students with disabilities often have linguistic or cultural differences, such as those who are deaf or autistic.