Editors:
- Examines conditions that support or hinder diverse learners in employing language as a tool for learning
- Focuses on content learning in STEM fields, using comparative data from a range of classroom settings
- Offers a range of theoretical perspectives on appropriation of knowledge through discourse
- Includes concrete suggestions on how teachers may benefit from a discourse approach
- Includes supplementary material: sn.pub/extras
Part of the book series: Educational Linguistics (EDUL, volume 32)
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Table of contents (11 chapters)
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Front Matter
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Examining Learners’ Appropriation Through Discourse in Diverse Math and Science Classroom Settings
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Front Matter
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Expanding the Context: Considering Cultural Reproduction in the Math Classroom
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Front Matter
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Applying Discourse Based Approaches to Teacher Preparation in Science
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Front Matter
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About this book
This volume explores the nature of discourse in secondary and upper elementary mathematics and science classrooms. Chapters examine conditions that support or hinder teachers and students, in particular language learners, in employing language as a tool for learning. The volume provides rich oral and written language examples from a range of classroom contexts to illustrate how linguistic practices affect students’ appropriation and display of disciplinary specific knowledge. Chapters further explore linguistic practices through with the support of discourse analytic models that foreground the authentic classroom data with the aim of understanding the dynamics of the classroom. The authors investigate the intersection between discourse and learning from a range of perspectives, including an examination of key concepts such as intertextuality, interaction, mediation, scaffolding, appropriation, and adaptations. This volume offers concrete suggestions on how teachers might benefit from a discourse approach to teaching in the areas of mathematics and science.
Keywords
- discourse and learning in mathematics education
- texts on mathematical meaning of motion
- appropriation of mathematical discourse
- second language STEM classrooms
- linguistically diverse secondary school classrooms
- ELL's and academic discourse
- intertextuality and appropriation
- translanguaging in bilingual mathematics
- oral science explanations and ELL's
- English learners and academic language
- interaction in the CLIL science classroom
- intertextuality and second language science writing
- mathematics word problems and cultural reproduction
- the discourse of science and elementary grade ELL's
- language norms in secondary school science laboratoriums
- learning and instruction
Editors and Affiliations
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Department of Bicultural Bilingual Studies, University of Texas at San Antonio, San Antonio, USA
Juliet Langman
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Department of Teacher Education, Texas Woman’s University, Denton, USA
Holly Hansen-Thomas
Bibliographic Information
Book Title: Discourse Analytic Perspectives on STEM Education
Book Subtitle: Exploring Interaction and Learning in the Multilingual Classroom
Editors: Juliet Langman, Holly Hansen-Thomas
Series Title: Educational Linguistics
DOI: https://doi.org/10.1007/978-3-319-55116-6
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer International Publishing AG 2017
Hardcover ISBN: 978-3-319-55115-9Published: 06 June 2017
Softcover ISBN: 978-3-319-85572-1Published: 12 August 2018
eBook ISBN: 978-3-319-55116-6Published: 23 May 2017
Series ISSN: 1572-0292
Series E-ISSN: 2215-1656
Edition Number: 1
Number of Pages: X, 215
Number of Illustrations: 7 b/w illustrations, 4 illustrations in colour
Topics: Language Education, Teaching and Teacher Education, Learning & Instruction, Applied Linguistics