Discourse Analytic Perspectives on STEM Education - Exploring Interaction and Learning in the Multilingual Classroom (Paperback, Softcover reprint of the original 1st ed. 2017)

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.

General

Imprint:	Springer International Publishing AG
Country of origin:	Switzerland
Series:	Educational Linguistics, 32
Release date:	August 2018
First published:	2017
Editors:	Juliet Langman • Holly Hansen-Thomas
Dimensions:	235 x 155 x 12mm (L x W x T)
Format:	Paperback
Pages:	215
Edition:	Softcover reprint of the original 1st ed. 2017
ISBN-13:	978-3-319-85572-1
Categories:	Books > Language & Literature > Literary & linguistic reference works > General Books > Language & Literature > Language teaching & learning (other than ELT) > General Books > Social sciences > Education > Teaching skills & techniques Books > Social sciences > Education > Higher & further education > Teacher training
LSN:	3-319-85572-7
Barcode:	9783319855721

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