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<span lang="EN-US">Title: Discourse Analytic Perspectives on STEM Education</span></p>
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<span lang="EN-US">Editors: Juliet Langman, Holly Hansen-Thomas</span></p>
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<span lang="EN-US">ISBN: 978-3-319-55115-9<br>
Hardback Price: $89.00</span></p>
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<span lang="EN-US">*Softcover Price: $24.99</span></p>
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<span lang="EN-US">URL: http://www.springer.com/gp/book/9783319551159#otherversion=9783319551166</span></p>
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<span lang="EN-US"> </span></p>
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<span lang="EN-US">About the book: </span></p>
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<span style="background: white; color: black;">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. </span><span lang="EN-US"></span></p>
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<p><span lang="EN-US" style="font-family: "Calibri","sans-serif"; font-size: 11pt;">Table of contents:
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<p><span style="background: white; color: black; font-family: "Calibri","sans-serif"; font-size: 11pt;">- Chapter 1. Introduction by Juliet Langman and Holly Hansen Thomas.</span></p>
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<p><span style="background: white; color: black; font-family: "Calibri","sans-serif"; font-size: 11pt;">- Part I Examining learners’ appropriation through discourse in diverse math and science classroom settings.</span></p>
<p><span style="background: white; color: black; font-family: "Calibri","sans-serif"; font-size: 11pt;">- Chapter 2. ‘What’s the moment thingy?’– On the emergence of subject-specific knowledge in CLIL classroom interaction by Tarja Nikula.</span></p>
<p><span style="background: white; color: black; font-family: "Calibri","sans-serif"; font-size: 11pt;">- Chapter 3. Reading a Graph of Motion: How Multiple Textual Resources Mediate Student Interpretations of Horizontal Segments by Judit Moschkovich, William
Zahner and Tamara Ball.</span></p>
<p><span style="background: white; color: black; font-family: "Calibri","sans-serif"; font-size: 11pt;">- Chapter 4. When Procedure Limits Practice: Lab Versus Lecture in High School Science Classrooms by Kerrie Enright and Carrie Strohl.</span></p>
<p><span style="background: white; color: black; font-family: "Calibri","sans-serif"; font-size: 11pt;">- Chapter 5. Learner agency and academic discourse in a sheltered-immersion mathematics class by Daniel Ginsberg.</span></p>
<p><span style="background: white; color: black; font-family: "Calibri","sans-serif"; font-size: 11pt;">- Chapter 6. “<i>Negativo por negativo me va dar un… POSITIvo</i>”: Translanguaging as a Vehicle for Appropriation of Mathematical Meanings by Armando Garza.</span></p>
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<p><span style="background: white; color: black; font-family: "Calibri","sans-serif"; font-size: 11pt;">- Part II Expanding the context: Considering Cultural Reproduction in the math classroom.</span></p>
<p><span style="background: white; color: black; font-family: "Calibri","sans-serif"; font-size: 11pt;">- Chapter 7. Mathematical texts, alterity and the expropriation of mathematical discourse in second language mathematics classrooms by Richard Barwell.</span></p>
<p><span style="background: white; color: black; font-family: "Calibri","sans-serif"; font-size: 11pt;">- Chapter 8. Whose mirror? Cultural reproduction in mathematics word problems by Anita Bright.</span></p>
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<p><span style="background: white; color: black; font-family: "Calibri","sans-serif"; font-size: 11pt;">- Part III Applying Discourse based approaches to Teacher Preparation in Science.</span></p>
<p><span style="background: white; color: black; font-family: "Calibri","sans-serif"; font-size: 11pt;">- Chapter 9. Developing Oral Science Explanations: Secondary School ELs’ Experimentation with Intertextual Linkages by Holly Hansen-Thomas and Juliet Langman.</span></p>
<p><span style="background: white; color: black; font-family: "Calibri","sans-serif"; font-size: 11pt;">- Chapter 10. Demystifying the Discourse of Science for Elementary Grade English Learners by Marco Bravo.</span></p>
<p><span style="background: white; color: black; font-family: "Calibri","sans-serif"; font-size: 11pt;">- Chapter 11. Adaptation and the Language of Learning Science in a Bilingual Classroom by Jorge L. Solís</span><span lang="EN-US" style="font-family: "Calibri","sans-serif"; font-size: 11pt;"></span></p>
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<span lang="EN-US"> *Springer offers softcover books for the low price of just $24.99. This service is available directly through your university library. To purchase your softcover edition, just click on the MyCopy link when you search online for the eBook
at your institution’s library. </span></p>
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<span lang="EN-US">Discounted prices are also available when a volume form the Educational Linguistics series is used as a textbook for a course. Contact your Springer representative for further details.
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