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Multilingual education yearbook 2021...

Essien, Anthony A.

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Multilingual education yearbook 2021 = policy and practice in STEM multilingual contexts /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Multilingual education yearbook 2021/ edited by Anthony A. Essien, Audrey Msimanga.
Reminder of title:	policy and practice in STEM multilingual contexts /
other author:	Essien, Anthony A.
Published:	Cham :Springer International Publishing : : 2021.,
Description:	xx, 255 p. :ill., digital ;24 cm.
[NT 15003449]:	Chapter 1. Challenges And Opportunities From Translingual Research On Multilingual Mathematics Classrooms -- Chapter 2. Appreciating The Layered And Manifest Linguistic Complexity In Mono-Multi-Lingual STEM Classrooms: Challenges And Prospects -- Chapter 3. Approaches That Leverage Home Language In Multilingual Classrooms -- Chapter 4. Creating Dialogues In Whole Class Teaching In Multilingual Classrooms: Language Practices And Policy Imperatives -- Chapter 5. Multiple Monolingualism Versus Multilingualism? Early Grade Mathematics Teachers' And Students' Language Use In Multilingual Classes In South Africa -- Chapter 6. Practices In STEM Teaching And The Effectiveness Of The Language Of Instruction: Exploring Policy Implications On Pedagogical Strategies In Tanzania Secondary Schools -- Chapter 7. Individual Language Planning For Self-Directed Learning In Multilingual Information Technology Classrooms -- Chapter 8. Using Interactive Apps To Support Learning Of Elementary Maths In Multilingual Contexts: Implications For Practice And Policy Development In A Digital Age -- Chapter 9. Noticing Multilingual And Non-Dominant Students' Strengths For Learning Mathematics And Science -- Chapter 10. Multilingual Students Working With Illustrated Mathematical Word Problems As Social Praxis -- Chapter 11. Language Policy For Equity In University STEM Education In Postcolonial Contexts: Conceptual Tools For Policy Analysis And Development -- Chapter 12. The Place Where Languages Meet To Argue: A Contribution From An Analysis Of The Brazilian National Curriculum -- Chapter 13. Principles For Curriculum Design And Pedagogy In Multilingual Secondary Mathematics Classrooms.
Contained By:	Springer Nature eBook
Subject:	Multilingual education. -
Online resource:	https://doi.org/10.1007/978-3-030-72009-4
ISBN:	9783030720094

Multilingual education yearbook 2021 = policy and practice in STEM multilingual contexts /
Multilingual education yearbook 2021policy and practice in STEM multilingual contexts /[electronic resource] :edited by Anthony A. Essien, Audrey Msimanga. - Cham :Springer International Publishing :2021. - xx, 255 p. :ill., digital ;24 cm. - Multilingual education yearbook,2522-5421. - Multilingual education yearbook..

Chapter 1. Challenges And Opportunities From Translingual Research On Multilingual Mathematics Classrooms -- Chapter 2. Appreciating The Layered And Manifest Linguistic Complexity In Mono-Multi-Lingual STEM Classrooms: Challenges And Prospects -- Chapter 3. Approaches That Leverage Home Language In Multilingual Classrooms -- Chapter 4. Creating Dialogues In Whole Class Teaching In Multilingual Classrooms: Language Practices And Policy Imperatives -- Chapter 5. Multiple Monolingualism Versus Multilingualism? Early Grade Mathematics Teachers' And Students' Language Use In Multilingual Classes In South Africa -- Chapter 6. Practices In STEM Teaching And The Effectiveness Of The Language Of Instruction: Exploring Policy Implications On Pedagogical Strategies In Tanzania Secondary Schools -- Chapter 7. Individual Language Planning For Self-Directed Learning In Multilingual Information Technology Classrooms -- Chapter 8. Using Interactive Apps To Support Learning Of Elementary Maths In Multilingual Contexts: Implications For Practice And Policy Development In A Digital Age -- Chapter 9. Noticing Multilingual And Non-Dominant Students' Strengths For Learning Mathematics And Science -- Chapter 10. Multilingual Students Working With Illustrated Mathematical Word Problems As Social Praxis -- Chapter 11. Language Policy For Equity In University STEM Education In Postcolonial Contexts: Conceptual Tools For Policy Analysis And Development -- Chapter 12. The Place Where Languages Meet To Argue: A Contribution From An Analysis Of The Brazilian National Curriculum -- Chapter 13. Principles For Curriculum Design And Pedagogy In Multilingual Secondary Mathematics Classrooms.

This edited book attempts to foreground how challenges and complexities between policy and practice intertwine in the teaching and learning of the STEM subjects in multilingual settings, and how they (policy and practice) impact on educational processes, developments and outcomes. The unique feature of this book, thus, lies in its combination of not just language issues in the teaching and learning of the STEM subjects, but also in how these issues relate to policy and practice in multilingual contexts and how STEM research and practice may inform and shape language policies and their implementation in multilingual contexts. This book is of interest to stakeholders involved in STEM education such as researchers, undergraduate and graduate students, tertiary level teachers, teacher educators, curriculum developers as well as other professionals with responsibilities in STEM education subjects. The book is written in a way that is accessible to a wide range of backgrounds, including those who are in language education.

ISBN: 9783030720094

Standard No.: 10.1007/978-3-030-72009-4doiSubjects--Topical Terms:

2057043
Multilingual education.

LC Class. No.: LC3728 / .M858 2021

Dewey Class. No.: 370.1175

Multilingual education yearbook 2021 = policy and practice in STEM multilingual contexts /
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505 0 $a Chapter 1. Challenges And Opportunities From Translingual Research On Multilingual Mathematics Classrooms -- Chapter 2. Appreciating The Layered And Manifest Linguistic Complexity In Mono-Multi-Lingual STEM Classrooms: Challenges And Prospects -- Chapter 3. Approaches That Leverage Home Language In Multilingual Classrooms -- Chapter 4. Creating Dialogues In Whole Class Teaching In Multilingual Classrooms: Language Practices And Policy Imperatives -- Chapter 5. Multiple Monolingualism Versus Multilingualism? Early Grade Mathematics Teachers' And Students' Language Use In Multilingual Classes In South Africa -- Chapter 6. Practices In STEM Teaching And The Effectiveness Of The Language Of Instruction: Exploring Policy Implications On Pedagogical Strategies In Tanzania Secondary Schools -- Chapter 7. Individual Language Planning For Self-Directed Learning In Multilingual Information Technology Classrooms -- Chapter 8. Using Interactive Apps To Support Learning Of Elementary Maths In Multilingual Contexts: Implications For Practice And Policy Development In A Digital Age -- Chapter 9. Noticing Multilingual And Non-Dominant Students' Strengths For Learning Mathematics And Science -- Chapter 10. Multilingual Students Working With Illustrated Mathematical Word Problems As Social Praxis -- Chapter 11. Language Policy For Equity In University STEM Education In Postcolonial Contexts: Conceptual Tools For Policy Analysis And Development -- Chapter 12. The Place Where Languages Meet To Argue: A Contribution From An Analysis Of The Brazilian National Curriculum -- Chapter 13. Principles For Curriculum Design And Pedagogy In Multilingual Secondary Mathematics Classrooms.
520 $a This edited book attempts to foreground how challenges and complexities between policy and practice intertwine in the teaching and learning of the STEM subjects in multilingual settings, and how they (policy and practice) impact on educational processes, developments and outcomes. The unique feature of this book, thus, lies in its combination of not just language issues in the teaching and learning of the STEM subjects, but also in how these issues relate to policy and practice in multilingual contexts and how STEM research and practice may inform and shape language policies and their implementation in multilingual contexts. This book is of interest to stakeholders involved in STEM education such as researchers, undergraduate and graduate students, tertiary level teachers, teacher educators, curriculum developers as well as other professionals with responsibilities in STEM education subjects. The book is written in a way that is accessible to a wide range of backgrounds, including those who are in language education.
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