Discourse analytic perspectives on STEM education : exploring interaction and learning in the multilingual classroom / Juliet Langman, Holly Hansen-Thomas, editors.
Langman, Juliet, editor.; Hansen-Thomas, Holly, editor.
2017
LB1585.3
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Title
Discourse analytic perspectives on STEM education : exploring interaction and learning in the multilingual classroom / Juliet Langman, Holly Hansen-Thomas, editors.
ISBN
9783319551166 (electronic book)
3319551167 (electronic book)
9783319551159
DOI
https://doi.org/10.1007/978-3-319-55116-6
Published
Cham, Switzerland : Springer, [2017]
Copyright
©2017
Language
English
Description
1 online resource.
Item Number
10.1007/978-3-319-55116-6 doi
Call Number
LB1585.3
Dewey Decimal Classification
372.35044
Summary
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.
Bibliography, etc. Note
Includes bibliographical references.
Access Note
Access limited to authorized users.
Digital File Characteristics
text file PDF
Source of Description
Online resource; title from PDF title page (viewed June 6, 2017).
Added Author
Langman, Juliet, editor.
Hansen-Thomas, Holly, editor.
Series
Educational linguistics ; 32.
Available in Other Form
Print version: 9783319551159
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Chapter 1. Introduction by Juliet Langman and Holly Hansen Thomas
Part I Examining learners' appropriation through discourse in diverse math and science classroom settings
Chapter 2. 'What's the moment thingy?'- On the emergence of subject-specific knowledge in CLIL classroom interaction by Tarja Nikula
Chapter 3. Reading a Graph of Motion: How Multiple Textual Resources Mediate Student Interpretations of Horizontal Segments by Judit Moschkovich, William Zahner and Tamara Ball
Chapter 4. When Procedure Limits Practice: Lab Versus Lecture in High School Science Classrooms by Kerrie Enright and Carrie Strohl
Chapter 5. Learner agency and academic discourse in a sheltered-immersion mathematics class by Daniel Ginsberg
Chapter 6. "Negativo por negativo me va dar un ... POSITIvo": Translanguaging as a Vehicle for Appropriation of Mathematical Meanings by Armando Garza
Part II Expanding the context: Considering Cultural Reproduction in the math classroom
Chapter 7. Mathematical texts, alterity and the expropriation of mathematical discourse in second language mathematics classrooms by Richard Barwell
Chapter 8. Whose mirror? Cultural reproduction in mathematics word problems by Anita Bright
Part III Applying Discourse based approaches to Teacher Preparation in Science
Chapter 9. Developing Oral Science Explanations: Secondary School ELs' Experimentation with Intertextual Linkages by Holly Hansen-Thomas and Juliet Langman
Chapter 10. Demystifying the Discourse of Science for Elementary Grade English Learners by Marco Bravo
Chapter 11. Adaptation and the Language of Learning Science in a Bilingual Classroom by Jorge L. Solís.

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