Overview
- Explores how STEM education policy is deconstructed and reconstructed in practice in different multilingual contexts
- Discusses the challenges and complexities between policy and practice in STEM education
- Highlights how STEM research may impact educational processes and outcomes in multilingual contexts
Part of the book series: Multilingual Education Yearbook (MEYB)
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Table of contents (13 chapters)
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Front Matter
Keywords
About this book
This edited book attempts to foreground how challenges and complexities between policy and practice intertwine in the teaching and learning of the STEM subjects in multilingual settings, and how they (policy and practice) impact on educational processes, developments and outcomes. The unique feature of this book, thus, lies in its combination of not just language issues in the teaching and learning of the STEM subjects, but also in how these issues relate to policy and practice in multilingual contexts and how STEM research and practice may inform and shape language policies and their implementation in multilingual contexts.
This book is of interest to stakeholders involved in STEM education such as researchers, undergraduate and graduate students, tertiary level teachers, teacher educators, curriculum developers as well as other professionals with responsibilities in STEM education subjects. The book is written in a way that is accessible to a wide range of backgrounds, including those who are in language education.Editors and Affiliations
About the editors
Anthony A. Essien is an Associate Professor and the Head of the Mathematics Education Division at the University of the Witwatersrand, South Africa. He is a series editor of the book series Studies on Mathematics Education and Society. His field of research is in mathematics teacher education in contexts of language diversity. He is also a current member of the International Committee (Board of Trustees) for the International Group for the Psychology of Mathematics Education (IGPME). Anthony also served as an associate editor of Pythagoras, the academic journal of the Association for Mathematics Education of South Africa, for 11 years. In addition to his background in mathematics education, Anthony also has a background in Philosophy.
Audrey Msimanga is an Associate Professor of Science Education, currently the Head of Education at Sol Plaatje University as well as a Visiting researcher at the University of the Witwatersrand. Audrey hasworked in Biology research and then in Science Education for over 30 years. Audrey’s research seeks to understand the role of social interaction in science learning; the potential for classroom talk to mediate learner meaning making as well as the role of language in science teaching and learning in multilingual classrooms. Audrey is currently an Associate Editor for the Journal for Research in Science Teaching (JRST).
Bibliographic Information
Book Title: Multilingual Education Yearbook 2021
Book Subtitle: Policy and Practice in STEM Multilingual Contexts
Editors: Anthony A. Essien, Audrey Msimanga
Series Title: Multilingual Education Yearbook
DOI: https://doi.org/10.1007/978-3-030-72009-4
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2021
Hardcover ISBN: 978-3-030-72008-7Published: 05 May 2021
Softcover ISBN: 978-3-030-72011-7Published: 06 May 2022
eBook ISBN: 978-3-030-72009-4Published: 04 May 2021
Series ISSN: 2522-5421
Series E-ISSN: 2522-543X
Edition Number: 1
Number of Pages: XX, 255
Number of Illustrations: 18 b/w illustrations, 11 illustrations in colour
Topics: Language Education, Science Education, Mathematics Education, Multilingualism, Language Policy and Planning