Bailey A.L., Maher C.A., Wilkinson L.C. (Eds.) Language, Literacy, and Learning in the STEM Disciplines: How Language Counts for English Learners

New York, Routledge, 2018. — 283 p. — ISBN: 978-1-138-28428-9With 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.Introduction: Language, Literacy, and Learning in the STEM DisciplinesLanguage in the STEM Disciplines
Talking to Learn Mathematics With Understanding: Supporting Academic Literacy in Mathematics for English Learners
How the NGSS Science Instructional Shifts and Language Instructional Shifts Support Each Other for English Learners: Talk in the Science ClassroomLiteracy in the STEM Disciplines
Reading Mathematics Problems: Exploring How Language Counts for Middle School Students With Varying Mathematics Proficiency
Reading and Understanding Science Texts
Writing in Mathematics Classrooms
Writing the Science Register and Multiple Levels of Language: Implications for English LearnersSummative and Formative Assessment in the STEM Disciplines
Formative Assessment of Mathematics and Language: Applying Companion Learning Progressions to Reveal Greater Insights to Teachers
Formative Assessment: Science and Language With English Learners
The Language of Mathematics and Summative Assessment: Interactions That Matter for English Learners
Assessing Scientific Genres of Explanation, Argument, and Prediction
Formative and Summative Assessments in Science and Literacy Integrated Curricula: A Suggested Alternative Approach
Afterword