Language, Literacy, and Learning in STEM Education
Research Methods and Perspectives from Applied Linguistics
Editors
Language, Literacy, and Learning in STEM Education brings together a range of applied linguistic researchers and projects that address the interface among language studies, science, engineering, and education. The book is premised on the concept that science is of central importance in the twenty-first century and that linguistic knowledge can contribute to the description, understanding, education, and practice of science, technology, engineering, and mathematics. The book introduces various linguistic methodologies and discusses ways in which these have been used to promote STEM education. It offers a first collection of such studies and a wide-ranging introduction to ways in which applied linguistics can serve as a resource for questions, projects, and issues situated within the fields of STEM. The book should be of interest to applied linguists working in STEM, as well as STEM professionals working in education and administrative or funding bodies interested in supporting and enhancing educational practices in the sciences.
[Language Studies, Science and Engineering, 1] 2014. xvi, 180 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
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List of figures | pp. vii–viii
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List of tables | pp. ix–x
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Contributor biographies | pp. xi–xiv
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Book series preface: Language studies, science and engineering | pp. xv–xvi
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Chapter 1. Integrating applied linguistics and literacies with STEM education: Studies, aims, theories, methods, and formsDavid I. Hanauer and Mary Jane Curry | pp. 1–8
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part I. Research studies in science
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Chapter 2. Drawing upon applied linguistics to attain goals in an interdisciplinary chemistry–applied linguistics projectFredricka L. Stoller and Marin S. Robinson | pp. 11–26
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Chapter 3. A genre analysis of student microbiology laboratory notebooksDavid I. Hanauer | pp. 27–42
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Chapter 4. Writing and becoming a scientist: A longitudinal qualitative study of three science undergraduatesNeal Lerner and Mya Poe | pp. 43–64
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part II. Research studies in engineering
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Chapter 5. Writing as social practice in engineering: Views from a cross-disciplinary studyJulio Gimenez | pp. 67–86
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Chapter 6. Graphics and invention in academic engineers’ writing for publicationMary Jane Curry | pp. 87–106
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part III. Research studies in mathematics
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Chapter 7. Mathematics education, cultural practices, and communicationDarlinda Moreira and Joana Latas | pp. 109–122
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Chapter 8. Learning while teaching: How classroom discourse practices mediate mathematics teachers’ learning about student thinkingJeffrey Choppin | pp. 123–142
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Chapter 9. Improving girls’ interest in mathematics through writing: Findings from a mixed-methods studyEdel M. Reilly | pp. 143–164
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part IV. Final words: Facilitating interdisciplinary collaboration
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Chapter 10. Facilitating STEM education through interdisciplinarity: Funding, science, and applied linguisticsCynthia Bauerle, Graham F. Hatfull and David I. Hanauer | pp. 167–178
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Index | pp. 179–180
“This book demonstrates efforts to emphasize the fact that applied linguistics is crucial in the attempt to improve interdisciplinary education. The awareness of interdisciplinary interaction among language researchers, science and engineering educators, and scientists will in turn benefit our students, who can meet the expectations of their courses, school policies, and also the discourse community. The integration of applied linguistics with STEM will be particularly useful in strengthening their learning. Any language teacher and scientist who aims to engage their students in the process of learning would benefit from reading Language, Literacy, and Learning in STEM Education. In conclusion, this book provides substantial knowledge and an insight into the relationship between applied linguistics and STEM disciplines. The book is also successful in exemplifying the power and potential of using linguistic approaches to address STEM inquiries. The dissemination of collaborative endeavors as reported in this book is useful, benefiting STEM
professionals, applied linguists, and other language professionals.”
professionals, applied linguists, and other language professionals.”
Budsaba Kanoksilapatham, Silpakorn University, Nakhon Pathom, Thailand, in Journal of English for Academic Purposes 22: 191-198 (2016)
Cited by (4)
Cited by four other publications
Simpson-Smith, Claire
Simpson-Smith, Claire
2024. Recontextualising the teaching learning cycle within engineering education to improve the development of written communication skills. Australasian Journal of Engineering Education 29:1 ► pp. 30 ff. 
Tsichouridis, Charilaos, Marianthi Batsila & Dennis Vavougios
2020. Expanding STEM to the Suggestion of STE-SAL-M; A Cross-curricular Approach to Primary Education Science Teaching and Learning. In The Impact of the 4th Industrial Revolution on Engineering Education [Advances in Intelligent Systems and Computing, 1134], ► pp. 781 ff.
Tsichouridis, Charilaos, Marianthi Batsila, Dennis Vavougios & Anastasios Tsihouridis
2020. WebQuests: From an Inquiry-Oriented Instruction to the Connectivist Approach to Science Teaching for the 21st Century Learners. In The Impact of the 4th Industrial Revolution on Engineering Education [Advances in Intelligent Systems and Computing, 1134], ► pp. 395 ff.
This list is based on CrossRef data as of 19 september 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
Subjects
Main BIC Subject
CFC: Literacy
Main BISAC Subject
LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General