Language, Literacy, and Learning in the STEM Disciplines: How Language Counts for English Learners

302 Pages·2018·4.116 MB·

by  Alison L. Bailey, Carolyn A. Maher, Louise C. Wilkinson

LANGUAGE, LITERACY, AND
LEARNING IN THE STEM
DISCIPLINES
With a focus on what mathematics and science educators need to know about
academic language used in the STEM disciplines, this book critically synthesizes the
current knowledge base on language challenges inherent to learning mathematics
and science, with particular attention to the unique issues for English learners.
These key questions are addressed: When and how do students develop mastery
of the language registers unique to mathematics and to the sciences? How do
teachers use assessment as evidence of student learning for both accountability and
instructional purposes? Orienting each chapter with a research review and drawing
out important Focus Points, chapter authors examine the obstacles to and latest
ideas for improving STEM literacy, and discuss implications for future research and
practice.
Alison L. Bailey is Professor of Human Development and Psychology at the
University of California, Los Angeles, USA.
Carolyn A. Maher is Distinguished Professor of Mathematics Education at the
Robert B. Davis Institute at Rutgers University, USA.
Louise C. Wilkinson is Distinguished Professor of Education, Psychology, and
Communication Sciences at Syracuse University, USA.
“This book examines the language and literacy challenges associated with learn-
ing science and mathematics, and also highlights the additional complexity this
represents for students learning English at the same time. Importantly, the chapters
provide resources for teachers to learn how to blend scientific literacy and the
needs of EL and bilingual students—thus addressing an equity issue and a critical
need for the country.”
—Rodolfo Dirzo, Bing Professor in Environmental Science,
Stanford University, USA
LANGUAGE, LITERACY,
AND LEARNING IN THE
STEM DISCIPLINES
How Language Counts
for English Learners
Edited by Alison L. Bailey,
Carolyn A. Maher, and
Louise C. Wilkinson
First published 2018
by Routledge
711 Third Avenue, New York, NY 10017
and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2018 Taylor & Francis
The right of Alison L. Bailey, Carolyn A. Maher, and Louise C. Wilkinson
to be identified as the authors of the editorial material, and of the authors
for their individual chapters, has been asserted in accordance with
sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced
or utilised in any form or by any electronic, mechanical, or other means,
now known or hereafter invented, including photocopying and recording,
or in any information storage or retrieval system, without permission in
writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or
registered trademarks, and are used only for identification and explanation
without intent to infringe.
Library of Congress Cataloging-in-Publication Data
A catalog record for this book has been requested
ISBN: 978-1-138-28428-9 (hbk)
ISBN: 978-1-138-28429-6 (pbk)
ISBN: 978-1-315-26961-0 (ebk)
Typeset in Bembo
by Apex CoVantage, LLC
“To all students learning STEM in a new language and the
teachers who support them.”

CONTENTS
Foreword by M. Kathleen Heid x
Foreword by Catherine Snow xii
Preface xiv
Acknowledgments xviii
1 Introduction: Language, Literacy, and Learning
in the STEM Disciplines 1
Alison L. Bailey, Carolyn A. Maher, and Louise C. Wilkinson
PART I
Language in the STEM Disciplines 11
2 Talking to Learn Mathematics With Understanding:
Supporting Academic Literacy in Mathematics
for English Learners 13
Judit Moschkovich
3 How the NGSS Science Instructional Shifts and Language
Instructional Shifts Support Each Other for English
Learners: Talk in the Science Classroom 35
Okhee Lee, Scott Grapin, and Alison Haas
viii Contents
PART II
Literacy in the STEM Disciplines 53
4 Reading Mathematics Problems: Exploring How Language
Counts for Middle School Students With Varying
Mathematics Proficiency 55
Mary A. Avalos, Edwing Medina, and Walter G. Secada
5 Reading and Understanding Science Texts 79
Gina N. Cervetti and P. David Pearson
6 Writing in Mathematics Classrooms 101
Richard Barwell
7 Writing the Science Register and Multiple Levels
of Language: Implications for English Learners 115
Elaine R. Silliman, Louise C. Wilkinson, and Maria Brea-Spahn
PART III
Summative and Formative Assessment
in the STEM Disciplines 141
8 Formative Assessment of Mathematics and Language:
Applying Companion Learning Progressions
to Reveal Greater Insights to Teachers 143
Caroline Wylie, Malcolm Bauer, Alison L. Bailey,
and Margaret Heritage
9 Formative Assessment: Science and Language
With English Learners 169
Amelia Wenk Gotwals and Dawnmarie Ezzo
10 The Language of Mathematics and Summative Assessment:
Interactions That Matter for English Learners 187
Tina Cheuk, Phil Daro, and Vinci Daro
11 Assessing Scientific Genres of Explanation,
Argument, and Prediction 206
Beth Covitt and Charles W. Anderson
Contents ix
12 Formative and Summative Assessments in Science and
Literacy Integrated Curricula: A Suggested
Alternative Approach 231
Mark Wilson and Yukie Toyama
Afterword 261
Alison L. Bailey, Carolyn A. Maher, and Louise C. Wilkinson
List of Contributors 266
Index 268