Language, Literacy, and Learning in the STEM Disciplines: How Language Counts fo

The Nile on eBay   Language, Literacy, and Learning in the STEM Disciplines by Alison L. Bailey, Carolyn A. Maher, Louise C. Wilkinson

With a focus on what mathematics and science educators need to know about academic language used in the STEM disciplines, this book critically synthesizes the current knowledge base on language challenges inherent to learning mathematics and science, with particular attention to the unique issues for English language learners.

FORMATHardcover LANGUAGEEnglish CONDITIONBrand New Publisher Description

With a focus on what mathematics and science educators need to know about academic language used in the STEM disciplines, this book critically synthesizes the current knowledge base on language challenges inherent to learning mathematics and science, with particular attention to the unique issues for English learners. These key questions are addressed: When and how do students develop mastery of the language registers unique to mathematics and to the sciences? How do teachers use assessment as evidence of student learning for both accountability and instructional purposes? Orienting each chapter with a research review and drawing out important Focus Points, chapter authors examine the obstacles to and latest ideas for improving STEM literacy, and discuss implications for future research and practice.

Author Biography

Alison L. Bailey is Professor of Human Development and Psychology at the University of California, Los Angeles, USA. Carolyn A. Maher is Distinguished Professor of Mathematics Education at the Robert B. Davis Institute at Rutgers University, USA. Louise C. Wilkinson is Distinguished Professor of Education, Psychology, and Communication Sciences at Syracuse University, USA.

Table of Contents

Foreword by Kathy Heid. Foreword by Catherine Snow. 1. Introduction: Language, Literacy, and Learning in the STEM Disciplines Part I: Language in the STEM Disciplines 2. Talking to Learn Mathematics with Understanding: Supporting Academic Literacy in Mathematics for English Learners 3. How the NGSS Science Instructional Shifts and Language Instructional Shifts Support Each Other for English Learners: Talk in the Science Classroom Part II: Literacy in the STEM Disciplines 4. Reading Mathematics Problems: Exploring How Language Counts for Middle-School Students With Varying Mathematics Proficiency 5. Reading and Understanding Science Texts 6. Writing in Mathematics Classrooms 7. Writing the Science Register and Multiple Levels of Language: Implications for English Learners Part III: Summative and Formative Assessment in the STEM Disciplines 8. Formative Assessment of Mathematics and Language: Applying Companion Learning Progressions to Reveal Greater Insights to Teachers 9. Formative Assessment: Science and Language With English Learners 10. The Language of Mathematics and Summative Assessment: Interactions That Matter for English Learners 11. Assessing Scientific Genres of Explanation, Argument, and Prediction 12. Formative and Summative Assessments in Science and Literacy Integrated Curricula: A Suggested Alternative Approach. Afterword

Review

"This book examines the language and literacy challenges associated with learning science and mathematics, and also highlights the additional complexity this represents for students learning English at the same time. Importantly, the chapters provide resources for teachers to learn how to blend scientific literacy and the needs of EL and bilingual students—thus addressing an equity issue and a critical need for the country."--Rodolfo Dirzo, Bing Professor in Environmental Science, Stanford University, USA

Review Quote

"This book surveys the challenges of instruction, learning and assessment, examining what students and teachers need to know about the forms and content of language used in STEM disciplines. An important -and worrisome- fact of science education in the U.S. is that of poor student performance, judged by international standards. This situation is exacerbated by the country's demographic configuration, with English learners representing a considerable proportion of the youth (and a large proportion of the future population and workforce), yet having a poorer performance than their monolingual counterparts. This situation needs critical and prompt attention. Fortunately, this book examines the language and literacy challenges associated with learning science and mathematics, while also highlighting the additional complexity this represents for students learning English at the same time. There is a strong emphasis on mathematics and science in the areas of reading, writing and oral discourse with significant implications for other disciplines. Several of the book's chapters addressing science include key conceptual aspects, notably the three-dimensional nature of science learning developed in the Framework for K-12 Science Education (practice, cross-cutting ideas, disciplinary core concepts). Importantly, the chapters provide resources for teachers to learn how to blend scientific literacy and the needs of EL and bilingual students--thus addressing an equity issue and a critical need for the country." --Rodolfo Dirzo is Bing Professor in Environmental Science, Department of Biology, Stanford University, USA

Details ISBN1138284289 Publisher Taylor & Francis Ltd Year 2018 ISBN-10 1138284289 ISBN-13 9781138284289 Format Hardcover Imprint Routledge Subtitle How Language Counts for English Learners Place of Publication London Country of Publication United Kingdom Edited by Carolyn A. Maher Affiliation Syracuse University, USA Qualifications Ed.D DEWEY 507.1 Pages 284 Short Title Language, Literacy, and Learning in the Stem Disciplines Language English Publication Date 2018-02-07 AU Release Date 2018-02-07 NZ Release Date 2018-02-07 UK Release Date 2018-02-07 Author Louise C. Wilkinson Illustrations 22 Tables, black and white; 29 Line drawings, black and white Alternative 9781138284296 Audience Tertiary & Higher Education We've got this

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