Language, Literacy, and Learning in the STEM Disciplines

This book surveys the challenges of instruction, learning and assessment, examining what students and teachers need to know about the forms and content of language used in STEM disciplines. An important -and worrisome- fact of science education in the U.S. is that of poor student performance, judged by international standards. This situation is exacerbated by the country's demographic configuration, with English learners representing a considerable proportion of the youth (and a large proportion of the future population and workforce), yet having a poorer performance than their monolingual counterparts. This situation needs critical and prompt attention. Fortunately, this book examines the language and literacy challenges associated with learning science and mathematics, while also highlighting the additional complexity this represents for students learning English at the same time. There is a strong emphasis on mathematics and science in the areas of reading, writing and oral discourse with significant implications for other disciplines. Several of the book's chapters addressing science include key conceptual aspects, notably the three-dimensional nature of science learning developed in the Framework for K-12 Science Education (practice, cross-cutting ideas, disciplinary core concepts). 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 is Bing Professor in Environmental Science, Department of Biology, Stanford University, USA