Introduction: language, literacy, and learning in the STEM disciplines / Alison L. Bailey, Carolyn Maher, and Louise Wilkinson -- Talking to learn mathematics with understanding: supporting academic literacy in mathematics for English learners / Judit Moschkovich -- 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 -- Reading mathematics problems: exploring how language counts for middle-school students with varying mathematics proficiency / Mary Avalos, Edwing Medina, and Walter Secada -- Reading and understanding science texts / Gina Cervetti and P. David Pearson -- Writing in mathematics classrooms / Richard Barwell -- Writing the science register and multiple levels of language: implications for English learners / Elaine Silliman, Louise Wilkinson, and Maria Brea-Spahn -- 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 -- Formative assessment: science and language with English language learners / Amelia Gotwals and Dawn Ezzo -- The language of mathematics and summative assessment: interactions that matter for English learners / Phil Daro, Tina Cheuk, and Vinci Daro -- Assessing scientific genres of explanation, argument, and prediction / Beth Covitt and Charles Anderson -- Formative and summative assessments in science and literacy integrated curricula: a suggested alternative approach / Mark Wilson and Yukie Toyama.
Summary:
"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"-- Provided by publisher.
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.