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Discourse Analytic Perspectives on STEM Education: Exploring Interaction and Learning in the Multilingual Classroom (Educational Linguistics, 32, Band 32) - Hardcover

Buch 30 von 55: Educational Linguistics
 
9783319551159: Discourse Analytic Perspectives on STEM Education: Exploring Interaction and Learning in the Multilingual Classroom (Educational Linguistics, 32, Band 32)
Hardcover
ISBN 10: 3319551159 ISBN 13: 9783319551159
Verlag: Springer, 2017

Inhaltsangabe

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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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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Verlag
Springer
Erscheinungsdatum
2017
Sprache
Englisch
ISBN 10 
3319551159
ISBN 13 
9783319551159
Einband
Gebundene Ausgabe
Auflage
1
Anzahl der Seiten
225
Herausgeber
Langman Juliet, Hansen-Thomas Holly
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