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Author:   Alison L. Bailey, Ed.D (University of California, Los Angeles, USA.) ,  Carolyn A. Maher (Rutgers University, USA.) ,  Louise C. Wilkinson (Syracuse University, USA)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.453kg
ISBN:  

9781138284289

ISBN 10:   1138284289
Pages:   284
Publication Date:   07 February 2018
Audience:   College/higher education ,  Tertiary & Higher Education ,  Undergraduate
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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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

Reviews

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

Author Information

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.

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