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Language, literacy, and learning in the stem disciplines : how language counts for English learners
Title
Language, literacy, and learning in the stem disciplines : how language counts for English learners / edited by Alison L. Bailey, Carolyn A. Maher, and Louise C. Wilkinson.
ISBN
1315269619
1351979582
1351979590
1351979604
9781315269610
9781351979580
9781351979597
9781351979603
1138284289
1138284297
9781138284289
9781138284296
Publication
Oxon ; New York, NY : Routledge, 2018.
Copyright Notice Date
©2018
Physical Description
1 online resource (xvii, 283 pages)
Local Notes
Access is available to the Yale community.
Access and use
Access restricted by licensing agreement.
Summary
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.
Variant and related titles
Taylor & Francis. EBA 2024-2025.
Other formats
Print version: Language, Literacy, and Learning in the Stem Disciplines. Routledge 2018
Format
Books / Online
Language
English
Added to Catalog
August 07, 2024
Bibliography
Includes bibliographical references and index.
Contents
Introduction: language, literacy, and learning in the STEM disciplines / Alison L. Bailey, Carolyn A. Maher, and Louise C. Wilkinson
Talking to learn mathematics with understanding supporting academic literacy in mathematics for English learners / Judit Moschkovich
How the NGSS science instructional shifts and language instructional shifts support each other for English learners: talk in the science classroom / Okhee Lee, Scott Grapin, and Alison Haas
Reading mathematics problems: exploring how language counts for middle school students with varying mathematics proficiency / Mary A. Avalos, Edwing Medina, and Walter G. Secada
Reading and understanding science texts / Gina N. Cervetti and P. David Pearson
Writing in mathematics classrooms / Richard Barwell
Writing the science register and multiple levels of langauge: implications for English learners / Elaine R. Silliman, Louise C. Wilkinson, and Maria Brea-Spahn
Formative assessment of mathematics and language: applying companion learning progressions to reveal greater insights to teachers / Caroline Wylie, Malcolm Bauer, Alison L. Bailey, and Margaret Heritage
Formative assessment: science and language with English learners / Amelia Wenk Gotwals and Dawnmarie Ezzo
The language of mathematics and summative assessment: interactions that matter for English learners / Tina Cheuk, Phil Daro, and Vinci Daro
Assessing scientific genres of explanation, argument, and prediction / Beth Covitt and Charles W. Anderson
Formative and summative assessments in science and literacy integrated curricula: a suggested alternative approach / Mark Wilson and Yukie Toyama.
Subjects
Subjects (Medical)
Language Development
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