Language, Literacy, And Learning In The Stem Disciplines: H

Description: 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 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.

Review: "This book examines the language and literacy challenges associated with learning science and mathematics, and also highlights the additional complexity this represents for students learning English at the same time. 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, Bing Professor in Environmental Science, Stanford University, USA

Contents: Foreword by Kathy Heid Foreword by Catherine Snow Preface Acknowledgements Chapter 1. Introduction: Language, Literacy, and Learning in the STEM Disciplines Alison L. Bailey, Carolyn Maher, and Louise Wilkinson Part I: Language in the STEM Disciplines Chapter 2. Talking to Learn Mathematics with Understanding: Supporting Academic Literacy in Mathematics for English Learners Judit Moschkovich Chapter 3. How the NGSS Science Instructional Shifts and Language Instructional Shifts Support Each Other for English Learners: Talk in the Science Classroom Okhee Lee, Scott Grapin, and Alison Haas Part II: Literacy in the STEM Disciplines Chapter 4. Reading Mathematics Problems: Exploring how Language Counts for Middle-School Students with varying Mathematics Proficiency Mary Avalos, Edwing Medina, and Walter Secada Chapter 5. Reading and Understanding Science Texts Gina Cervetti and P. David Pearson Chapter 6. Writing in Mathematics Classrooms Richard Barwell Chapter 7. Writing the Science Register and Multiple Levels of Language: Implications for English Learners Elaine Silliman, Louise Wilkinson, and Maria Brea-Spahn Part III: Summative and Formative Assessment in the STEM Disciplines Chapter 8. Formative Assessment of Mathematics and Language: Applying Companion Learning Progressions to Reveal Greater Insights to Teachers Caroline Wylie, Malcolm Bauer, Alison L. Bailey, and Margaret Heritage Chapter 9. Formative Assessment: Science and Language with English Language Learners Amelia Gotwals and Dawn Ezzo Chapter 10. The Language of Mathematics and Summative Assessment: Interactions that Matter for English Learners Phil Daro, Tina Cheuk, and Vinci Daro Chapter 11. Assessing Scientific Genres of Explanation, Argument, and Prediction Beth Covitt and Charles Anderson Chapter 12. Formative and Summative Assessments in Science and Literacy Integrated Curricula: A Suggested Alternative Approach Mark Wilson and Yukie Toyama Afterword Alison L. Bailey, Carolyn Maher, and Louise Wilkinson List of Contributors Index



Author Biography: 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.