Blossom STEM: A Bilingual Parent-Child Co-Reading Platform for Promoting a Growth Mindset towards STEM Interest among English Language Learners (ELL) and Their Caregivers

项目摘要 英语学习者（ELLs）的人口不断增长，在科学方面服务不足， 技术，工程和数学（STEM）资源。在供应有限的双语STEM材料中， 大多数人遵循过时的，并排介绍英语内容及其外语翻译。 除了许多学术和社会经济障碍之外，ELL人口还必须应对 对STEM成就有害的刻板印象和误解。此外，基于成果的 到目前为止，研究集中在STEM教育和职业成就作为终点， 对于导致这些问题的潜在心理和行为机制， 结果。该项目将为4至7岁年龄段的学习者开发急需的资源， 以STEM为主题的互动故事书，促进亲子共读活动。交互式 故事书将以五种母语（L1）和 英语（L2），以适应不同的代际语言流利性的变化。文化相关 故事的特点是为成人和儿童读者提供相关的榜样， 将设计主题来解决陈规定型观念，并鼓励能力有限的父母参与其中。 英语熟练。影响ELL学生STEM成果的机制-如增强 父母参与培养孩子的STEM兴趣，并鼓励他们在 ELL学生关于他们自己的智力-将被烘焙到电子书的内容和干预设计。这 该项目旨在创建一个交互式电子书语料库，这些电子书混合在英语和西班牙语中，并评估 该系统的可行性在第一阶段，然后在第二阶段的有效性和可持续性，以增加儿童的 对STEM学科的能力和亲和力以及家人对他们学习的支持， 对STEM主题感兴趣。

Project Summary English language learners (ELLs) are a growing population and underserved with regards to science, technology, engineering and math (STEM) resources. Of the limited supply of bilingual STEM materials, the majority follows an outdated, side-by-side presentation of English content and its foreign-language translation. On top of the many academic and socioeconomic obstacles, the ELL population must also contend with stereotypes and misperceptions that are detrimental to STEM achievement. Furthermore, outcome-based research thus far has concentrated on STEM educational and career achievement as the endpoint and has produced limited insight as to the underlying psychological and behavioral mechanisms that lead to those outcomes. This project will develop a much-needed resource for ELLs in the four-to-seven age segment, in the form of interactive STEM-themed storybooks that promote parent-child co-reading activities. The interactive storybooks will feature graduated bilingual text and audio in five blended ratios of the native language (L1) and English (L2) to accommodate the diverse variabilities of intergenerational language fluency. Culturally relevant stories that feature relatable role models for both the adult and child readers and infused with STEM-related themes will be engineered to tackle stereotypes and encourage involvement from parents who are limited English proficient. Mechanisms that influence ELL students’ STEM outcomes -- such as empowerment of parents to be involved in nurturing their children’s STEM interest and encouraging incremental beliefs among ELL students about their own intelligence -- will be baked into the eBook content and intervention design. This project aims to create a corpus of interactive eBooks that are blended in the English-Spanish pair and evaluate the system’s feasibility in Phase I and then efficacy and sustainability in Phase II for increasing children’s perceived competence in and affinity for STEM subject matters and their families’ support for their learning and interest in STEM subject matters.