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Discourse Analytic Perspectives on STEM Education

Exploring Interaction and Learning in the Multilingual Classroom

  • Juliet Langman
  • Holly Hansen-Thomas

Part of the Educational Linguistics book series (EDUL, volume 32)

Table of contents

  1. Front Matter
    Pages i-x
  2. Juliet Langman, Holly Hansen-Thomas
    Pages 1-7
  3. Examining Learners’ Appropriation Through Discourse in Diverse Math and Science Classroom Settings

  4. Expanding the Context: Considering Cultural Reproduction in the Math Classroom

  5. Applying Discourse Based Approaches to Teacher Preparation in Science

About this book

Introduction

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. 

Keywords

discourse and learning in mathematics education texts on mathematical meaning of motion appropriation of mathematical discourse second language STEM classrooms linguistically diverse secondary school classrooms ELL's and academic discourse intertextuality and appropriation translanguaging in bilingual mathematics oral science explanations and ELL's English learners and academic language interaction in the CLIL science classroom intertextuality and second language science writing mathematics word problems and cultural reproduction the discourse of science and elementary grade ELL's language norms in secondary school science laboratoriums

Editors and affiliations

  • Juliet Langman
    • 1
  • Holly Hansen-Thomas
    • 2
  1. 1.Department of Bicultural Bilingual StudiesUniversity of Texas at San AntonioSan AntonioUSA
  2. 2.Department of Teacher EducationTexas Woman’s UniversityDentonUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-55116-6
  • Copyright Information Springer International Publishing AG 2017
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-319-55115-9
  • Online ISBN 978-3-319-55116-6
  • Series Print ISSN 1572-0292
  • Series Online ISSN 2215-1656
  • Buy this book on publisher's site