1st Edition
Language, Literacy, and Learning in the STEM Disciplines How Language Counts for English Learners
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.
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
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.
"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
