Unequal Adjustments: The Effect of “Unequal Englishes” on the Adjustment of 7th Grade Students to a STEM High School and its Implications on the STEM Curriculum

Abstract

Mother Tongue-Based Multilingual Education (MTB-MLE), however effective for English learning, may have a negative effect on students’ English proficiency over time. This could also increase the difficulty for students transitioning to STEM-based high schools that prioritize a more English-oriented pedagogy. It may lead to “Unequal Englishes'', where social class affects English skills. Current studies lack an in-depth discussion on the effect of "Unequal Englishes'' on students’ adjustment to an English-oriented curriculum. Through interview and content analysis, data was collected to analyze the students’ adjustment period and methods to ease their transition to an English-oriented pedagogy. The students had different levels of English demonstrating “Unequal Englishes” and experienced challenges due to limited vocabulary. Increased exposure to English and online sources aided in understanding technical English words. STEM-based schools worldwide that use an English-oriented pedagogy can use the results to create an English curriculum more inclusive, fair, and liberating for all students.