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Routledge
12 February 2018
Teaching of students with English as a second language (TESOL); Teaching of a specific subject; Educational: Sciences, general science
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.
Edited by:   Alison L. Bailey Ed.D (University of California Los Angeles USA.), Carolyn A. Maher (Rutgers University, USA.), Louise C. Wilkinson (Syracuse University, USA)
Imprint:   Routledge
Country of Publication:   United Kingdom
Dimensions:   Height: 229mm,  Width: 152mm, 
Weight:   408g
ISBN:   9781138284296
ISBN 10:   1138284297
Pages:   284
Publication Date:   12 February 2018
Audience:   College/higher education ,  Further / Higher Education ,  A / AS level
Format:   Paperback
Publisher's Status:   Active

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.

Reviews for Language, Literacy, and Learning in the STEM Disciplines: How Language Counts for English Learners

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


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