Language, Literacy, and Learning in STEM Education

Research Methods and Perspectives from Applied Linguistics

Editors
| University of Rochester
| Indiana University of Pennsylvania
HardboundAvailable
ISBN 9789027257505 | EUR 90.00 | USD 135.00
 
e-Book
ISBN 9789027270115 | EUR 90.00 | USD 135.00
 
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
Table of Contents
List of figures
vii–viii
List of tables
ix–x
Contributor biographies
xi–xiv
Book series preface: Language studies, science and engineering
xv–xvi
Chapter 1. Integrating applied linguistics and literacies with STEM education: Studies, aims, theories, methods, and forms
David I. Hanauer and Mary Jane Curry
1–8
part I. Research studies in science
Chapter 2. Drawing upon applied linguistics to attain goals in an interdisciplinary chemistry–applied linguistics project
Fredricka L. Stoller and Marin S. Robinson
11–26
Chapter 3. A genre analysis of student microbiology laboratory notebooks
David I. Hanauer
27–42
Chapter 4. Writing and becoming a scientist: A longitudinal qualitative study of three science undergraduates
Neal Lerner and Mya Poe
43–64
part II. Research studies in engineering
Chapter 5. Writing as social practice in engineering: Views from a cross-disciplinary study
Julio Gimenez
67–86
Chapter 6. Graphics and invention in academic engineers’ writing for publication
Mary Jane Curry
87–106
part III. Research studies in mathematics
Chapter 7. Mathematics education, cultural practices, and communication
Darlinda Moreira and Joana Latas
109–122
Chapter 8. Learning while teaching: How classroom discourse practices mediate mathematics teachers’ learning about student thinking
Jeffrey Choppin
123–142
Chapter 9. Improving girls’ interest in mathematics through writing: Findings from a mixed-methods study
Edel M. Reilly
143–164
part IV. Final words: Facilitating interdisciplinary collaboration
Chapter 10. Facilitating STEM education through interdisciplinarity: Funding, science, and applied linguistics
Cynthia Bauerle, Graham F. Hatfull and David I. Hanauer
167–178
Index
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.”
Cited by

Cited by other publications

Simpson-Smith, Claire
2020. Writing for engineering. Australian Review of Applied Linguistics 43:1  pp. 79 ff. Crossref logo
Tsichouridis, Charilaos, Marianthi Batsila, Dennis Vavougios & Anastasios Tsihouridis
2020.  In The Impact of the 4th Industrial Revolution on Engineering Education [Advances in Intelligent Systems and Computing, 1134],  pp. 395 ff. Crossref logo
Tsichouridis, Charilaos, Marianthi Batsila & Dennis Vavougios
2020.  In The Impact of the 4th Industrial Revolution on Engineering Education [Advances in Intelligent Systems and Computing, 1134],  pp. 781 ff. Crossref logo

This list is based on CrossRef data as of 24 november 2020. 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
BIC Subject: CFC – Literacy
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General
U.S. Library of Congress Control Number:  2014011080 | Marc record