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 language 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.
| Foreword |
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| Foreword |
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xii | |
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| Preface |
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xiv | |
| Acknowledgments |
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xviii | |
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1 Introduction: Language, Literacy, and Learning in the STEM Disciplines |
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1 | (10) |
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PART I Language in the STEM Disciplines |
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11 | (42) |
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2 Talking to Learn Mathematics With Understanding: Supporting Academic Literacy in Mathematics for English Learners |
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13 | (22) |
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3 How the NGSS Science Instructional Shifts and Language Instructional Shifts Support Each Other for English Learners: Talk in the Science Classroom |
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35 | (18) |
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PART II Literacy in the STEM Disciplines |
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53 | (88) |
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4 Reading Mathematics Problems: Exploring How Language Counts for Middle School Students With Varying Mathematics Proficiency |
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55 | (24) |
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5 Reading and Understanding Science Texts |
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79 | (22) |
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6 Writing in Mathematics Classrooms |
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101 | (14) |
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7 Writing the Science Register and Multiple Levels of Language: Implications for English Learners |
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115 | (26) |
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PART III Summative and Formative Assessment in the STEM Disciplines |
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141 | (120) |
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8 Formative Assessment of Mathematics and Language: Applying Companion Learning Progressions to Reveal Greater Insights to Teachers |
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143 | (26) |
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9 Formative Assessment: Science and Language With English Learners |
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169 | (18) |
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10 The Language of Mathematics and Summative Assessment: Interactions That Matter for English Learners |
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187 | (19) |
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11 Assessing Scientific Genres of Explanation, Argument, and Prediction |
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206 | (25) |
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12 Formative and Summative Assessments in Science and Literacy Integrated Curricula: A Suggested Alternative Approach |
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231 | (30) |
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| Afterword |
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261 | (5) |
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| List of Contributors |
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266 | (2) |
| Index |
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268 | |
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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