A CALL to threaten systemic inequities through critical ‎crosscultural communicative competence in future teachers: ‎Engaging ELs in STEM using a critical conceptual framework

Authors

Abdelilah Salim Sehlaoui, Sam Houston State UniversityFollow
Hassan Zaid, Sultan M. Slimane University

Abstract

This article shares a critical conceptual framework to threaten ‎systemic ‎inequities through computer-assisted language learning (CALL) using a critical ‎crosscultural communicative competence (C⁵) and equity literacy to engage English ‎learners (ELs) in ‎Science, ‎Technology, Engineering, and Mathematics (STEM). The proposed critical conceptual framework is compatible with ways of thinking in STEM-based problem solving (English, 2023). To achieve this goal, a theory adaptation ‎critical research design was used with a sociocultural analysis and a modified transactional ‎epistemology critical approach. The paper argues for building a critical conceptual framework that is based fundamentally on a critical view of equity literacy and a critical definition of culture where educators use their C⁵ to threaten systemic inequities. Classroom-tested practical strategies and use of a classroom vignette will be ‎provided to illustrate the use of CALL in developing C⁵ and STEM content for ELs. Research-based recommendations for ‎institutions of higher education that focus on teacher preparation and professional development ‎are shared.‎

Recommended Citation

Sehlaoui, Abdelilah Salim and Zaid, Hassan (2025) "A CALL to threaten systemic inequities through critical ‎crosscultural communicative competence in future teachers: ‎Engaging ELs in STEM using a critical conceptual framework," Journal of STEM Teacher Education: Vol. 59: Iss. 1, Article 3.
DOI: https://doi.org/10.61403/2158-6594.1521
Available at: https://ir.library.illinoisstate.edu/jste/vol59/iss1/3