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The Work of Language in Multicultural Classrooms: Talking Science, Writing...
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Condition:
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A book that has been read but is in good condition. Very minimal damage to the cover including scuff marks, but no holes or tears. The dust jacket for hard covers may not be included. Binding has minimal wear. The majority of pages are undamaged with minimal creasing or tearing, minimal pencil underlining of text, no highlighting of text, no writing in margins. No missing pages.
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US $16.65 (approx RM 70.53) USPS Ground Advantage®.
Located in: Hamilton, Ohio, United States
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Estimated between Wed, 13 Aug and Tue, 19 Aug to 94104
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eBay item number:205655073464
Item specifics
- Condition
- Binding
- Paperback
- Product Group
- Book
- Weight
- 1 lbs
- IsTextBook
- Yes
- ISBN
- 9780805864281
About this product
Product Identifiers
Publisher
Taylor & Francis Group
ISBN-10
0805864288
ISBN-13
9780805864281
eBay Product ID (ePID)
63145234
Product Key Features
Number of Pages
384 Pages
Publication Name
Work of Language in Multicultural Classrooms : Talking Science, Writing Science
Language
English
Publication Year
2008
Subject
Multicultural Education, General, Study & Teaching, Teaching Methods & Materials / Language Arts, Teaching Methods & Materials / General
Type
Textbook
Subject Area
Education, Science
Series
Language, Culture, and Teaching Ser.
Format
Uk-B Format Paperback
Dimensions
Item Height
0.7 in
Item Weight
23.3 Oz
Item Length
9 in
Item Width
6.3 in
Additional Product Features
Intended Audience
College Audience
LCCN
2008-003035
Dewey Edition
22
TitleLeading
The
Reviews
"This book focuses on the linguistic challenges of the academic language through which science is constructed and taught, but also recognizes the role of community and home/cultural discourses in positioning students as science learners, and addresses issues of student identity. With all of these elements, it is a valuable bringing-together of current state-of-the-art research in one volume that is likely to be widely used in teacher education." Mary Schleppegrell, University of Michigan " an important read for all those working with children and students in our increasingly multicultural societies with their increasingly hybridized and hybridizing cultures. This book charts new waters in raising educators' awareness of the many different situations and facets at the intersection of cultures and languages." Wolff-Michael Roth, University of Victoria " offers a much needed look into the language practices that shape science teaching and learning, and how these practices both facilitate and constrain access to and success in science for all students." Angela Calabrese Barton, Michigan State University
Illustrated
Yes
Dewey Decimal
507.1
Table Of Content
Foreword (Okhee Lee) Preface Acknowledgments 1. Introduction Part I: The Language of Science Schooling 2. Journal and Book Writing in Integrated Science-Literacy Units (Christine C. Pappas, Maria Varelas, Tamara Ciesla, and Eli Tucker-Raymond) 3. Developing Expository Writing Skills in Science Through the Integration of Inquiry-Based Science and Literacy Instruction (Yu-Min Ku, Monica S. Yoo, and Eugene E. Garcia) 4. The Writing on the Wall: The Daily Calendar as Science Practice (Kimmarie Cole) 5. Literacy Infusion in a High School Environmental Science Curriculum, (Jennifer Zoltners Sherer, Kimberly Gomez, Phillip Herman, Louis Gomez, Jolene White, and Adam Williams) Part II: Science Learning Funds of Knowledge 6. Negotiating Participation in a Bilingual Middle School Science Classroom: An Examination of One Successful Teacher's Language Practices (Jennifer S. Goldberg, Kate Muir Welsh, and Noel Enyedy) 7. Locating Time in Science Classroom Activity: Adaptation as a Theory of Learning and Change (Jorge L. Solís, Shlomy Kattan, and Patricia Baquedano-López) 8. "You're Magmatic Now": Language Play, Linguistic Biliteracy, and the Science Crossing of Adolescent Mexican Newcomer Youth (Katherine Richardson Bruna) Part III: The Development of a Science Learner Identity 9. Academic Identity and Scientific Literacy (John M. Reveles) 10. The Math Initiative in a 7th Grade Science Class: How a Daily Routine Results in Academic Participation by ELLs (Holly Hansen-Thomas) 11. Science, Culture and Equity in Curriculum: An Ethnographic Approach to the Study of a Highly-Rated Curriculum Unit (Joel Kuipers, Gail Brendel Viechnicki, Lindsey A. Massoud, and Laura J. Wright) 12. The Importance of Objects in Talking Science: The Special Case of English Language Learners (Doris Ash, Kip Tellez, and Rhiannon Crain) Part IV: Assessing the State of Science Education: Towards Promising Practices for Responsive Instruction 13. Linguistics and Science Learning for Diverse Populations: An Agenda for Teacher Education (Lisa Patel Stevens, Julian Jefferies, María Estela Brisk, and Stacy Kaczmarek) 14. Experimenting in Teams and Tongues: Team Teaching a Bilingual Science Education Course (María Torres-Gúzman and Elaine V. Howes) Conclusion Afterword (Sonia Nieto) Contributors Author Index Subject Index
Synopsis
Exploring the ways in which language comprises the implicit or explicit curriculum of teaching and learning in multicultural science settings, this book contributes to scholarship on the role of language in developing classroom scientific communities of practice, expands that work by highlighting the challenges faced specifically by ethnic- and linguistic-"minority" students and their teachers in joining those communities, and showcases exemplary teaching and research initiatives for helping to meet these challenges., How does language comprise the implicit or explicit curriculum of teaching and learning in multicultural science settings? Building on a growing interest in the ways in which language and literacy practices interact with science teaching and learning to facilitate or obstruct successful student outcomes, this book contributes to scholarship on the role of language in developing classroom scientific communities of practice, expands that work by highlighting the challenges faced specifically by ethnic- and linguistic-"minority" students and their teachers in joining those communities, and showcases exemplary teaching and research initiatives for helping to meet these challenges. Offering teacher practitioners and researchers in the fields of science education and multicultural education lenses through which they can critically consider the myriad of classroom settings, instructional approaches, curricular materials, and scientific topics involved in what it means to teach science while pointedly addressing concerns about equity of educational opportunity, this volume serves as a powerful resource for linking theory and practice. End-of-chapter reflection questions and engagement activities facilitate discussion round these issues and provide rich opportunities for the reader to consider the implications of each chapter for science instruction and research and to apply insights developed in a real-world science teaching and learning contexts.
LC Classification Number
LB1585.3.W67 2008
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