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•• Purpose and Scope

•• This collection of activities has two interrelated purposes: 1) Support STEM learning in German by giving the learners important STEM-related vocabulary, not in the more specialized topics presented by the Project's lesson plans, but rather for use in four broad thematic areas whose vocabulary is useful in almost any of the specialized areas. 2) Enrich Intermediate-level language proficiency by adding STEM-related vocabulary. In effect, the learner becomes what proficiency-oriented language pedagogy call a "hothouse special". Just as a plant struggling in a crowded greenhouse may grow tall (but spindly) as it reaches for the light, the language learner of modest proficiency, by acquiring some of the generic vocabulary of STEM, will have an enhanced proficiency - only in STEM, to be sure, but that is a major field of communication.

In more technical terms of language pedagogy, the learner will be able not only to communicate about simple everyday topics, as is characteristic of Intermediate-Low and Intermediate-Mid, but also - to a limited but not trivial extent - about a key area of the broader topic of occupation, as is specified ("study and work") in the ACTFL Proficiency Guidelines for Intermediate-High. Absorbing the language presented in these "Generic STEM Activities" will not turn Intermediate-Low/Mid learners into genuine Intermediate-High communicators, since truly managing occupational themes requires being able to discuss terms of employment, relations with co-workers, etc. But when the communication has to do with STEM as a school, study and future occupational topic, these learners will exhibit a burst of proficiency. They will still be limited by the relatively modest grammar of the Intermediate level (for example, past tense will be very shaky). But their stronger vocabulary - and it is easier to strengthen vocabulary than grammar - will make them notably more fluent than other Intermediate-Lows/Mids.

To give specific examples: A highschool or college student who is Intermediate-Low or -Mid and traveling internationally for a STEM-related purpose will be able to engage socially in the second language with peers and other friendly persons, at least at the limited level described in the Guidelines for those levels: brief description of self, family, friends; personal background (generalities about residence, school, etc.); and survivial functions in modern everyday society (getting food and drink, transportion, etc.). Should the conversation turn to STEM-related topics, for example in during a visit to a nature park, technology store, or the neighborhood recycling center, the "hothouse learner" of the generic STEM language provided here will be able to continue communication in the target language for at least a while longer, where the undifferentiated Intermediate-Low/-Mid learner would not, and thus the language of communication about even simple STEM-related topics (and probably the entire conversation) would switch to English. In terms of later life and further education: A post-college adult who work in a STEM-related occupation might well attend a training session, conference, or exhibition in a German-speaking country. While English, along with German, would likely be an official (and unofficial) language of the event, when the formal activities were over and the socializing might begin, many of the attendees (including some from European countries whose native languages were not German), might well continue communicating in German with the many attendees whose native language was indeed German. Ordinary Intermediate-Mids and even diligent Intermediate-Lows can maintain the target language for a few minutes under such circumstances - talk (not comfortably chat) about family and travel, order a simple meal and a beverage, but not much more. But even such casual encounters, when the larger occasion is work-related, easily spread to "shop talk" and perhaps even serious exchange of knowledge and valuable networking. Someone in a STEM-related occupation who has not only a general Intermediate-Low/-Mid proficiency in the target language but also a "hot house" special in STEM-related language will be much more welcome (and comfortable) in the communication and may gain gain special benefits that others do not, for example a chance to visit a lab or engage in some more extensive social activity. Intermediate-Lows who are just Intermediate-Lows are enjoyable company, at least linguistically, only for a few minutes. Intermediate-Lows who share even a modest specialized vocabulary with their companions can be pleasant company for hours.

•• Outline of the Resources

•• This part of the Project includes resources for four generic STEM-related activities. The resources target the vocabulary of the ACTFL Intermediate-High level (speaking and writing), but the activities are structured so that language learrners of lower (Novice-High) and higher (Advanced-Mid) proficiency can engage in them. For Novice-High (or even Novice-Mid) learners can participate in creating bilingual labels for lab equipment and locations, and Advanced-Mid learners can write paragraphs that tell how a math problem is (or was) solved.

The four generic STEM-related activities are:

• Basic Laptop Use: How (and How Not) to Use an On-line Language Translator

• Our Science Lab: Our Equipment, What We Do with It, and How to Use It Safely

• At the Science Center: ••

• Math in Daily Life: ••

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