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Discourse analytic perspectives on S...

Langman, Juliet.

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Discourse analytic perspectives on STEM education = exploring interaction and learning in the multilingual classroom /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Discourse analytic perspectives on STEM education/ edited by Juliet Langman, Holly Hansen-Thomas.
Reminder of title:	exploring interaction and learning in the multilingual classroom /
other author:	Langman, Juliet.
Published:	Cham :Springer International Publishing : : 2017.,
Description:	x, 215 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Discourse analysis. -
Online resource:	http://dx.doi.org/10.1007/978-3-319-55116-6
ISBN:	9783319551166

Discourse analytic perspectives on STEM education = exploring interaction and learning in the multilingual classroom /
Discourse analytic perspectives on STEM educationexploring interaction and learning in the multilingual classroom /[electronic resource] :edited by Juliet Langman, Holly Hansen-Thomas. - Cham :Springer International Publishing :2017. - x, 215 p. :ill., digital ;24 cm. - Educational linguistics,v.321572-0292 ;. - Educational linguistics ;v.32..

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.

ISBN: 9783319551166

Standard No.: 10.1007/978-3-319-55116-6doiSubjects--Topical Terms:

524995
Discourse analysis.

LC Class. No.: LB1585.3 / .D57 2017

Dewey Class. No.: 372.35044

Discourse analytic perspectives on STEM education = exploring interaction and learning in the multilingual classroom /
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520 $a 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.
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