Discourse Analytic Perspectives on STEM Education (eBook)

Preface 6
Contents 7
Contributors 9
Introduction 11
1 Discourse Focus 12
2 Researching Learning In Situ 13
3 Contexts of Diversity Focus 13
4 Outline of Book 14
Reference 17
Part I: Examining Learners’ Appropriation Through Discourse in Diverse Math and Science Classroom Settings 18
‘What’s the Moment Thingy?’– On the Emergence of Subject-Specific Knowledge in CLIL Classroom Interaction 19
1 Introduction 19
2 The Role of Language in Learning 20
3 On Subject-Specific Language and Its Learning 21
4 The Study 23
4.1 Data and Aims 23
4.2 Methods 23
5 Findings 24
5.1 Introducing the Concept – ‘So Like What Is the Moment?’ 24
5.2 Repeating and Specifying the Definition – ‘What Is It Like the Balanced Moment?’ 26
5.3 Calculating Moments – ‘What’s the Moment Thingy?’ 29
5.4 Applying the Concept – ‘So a Moment Is Only for a Rotate?’ 31
6 Discussion and Conclusion 33
Appendix: Transcription Conventions 35
References 35
Reading Graphs of Motion: How Multiple Textual Resources Mediate Student Interpretations of Horizontal Segments 38
1 Introduction 39
2 Conceptual Framework 40
3 Data, Participants, and Methods 42
3.1 Analysis 44
4 Findings 45
4.1 Shifting Interpretations Within a Session 46
4.2 How Multiple Textual Resources Mediated Interpretations 48
4.2.1 Role of the Graph 49
4.2.2 Role of the Written Text 51
5 Discussion 54
Appendix: Transcription Conventions 56
References 57
When Procedure Limits Practice: Lab Versus Lecture in High School Science Classrooms 59
1 Introduction 59
2 Epistemic Roles and Knowledge-Building in Science Classrooms 61
3 The Study 63
3.1 Classroom Norms and Routines 64
4 Findings 65
4.1 Lecture on Plate Movement 67
4.2 Milk and Soap Lab 71
5 Discussion and Recommendations for Educators 76
5.1 Recommendations for Educators 78
Appendix: Transcription conventions 81
References 81
Learner Agency and Academic Discourse in a Sheltered-Immersion Mathematics Class 83
1 Introduction 83
2 Reform Mathematics and Academic Discourse 85
3 Collection and Selection of Examples for Analysis 87
4 Representational Agency Between Teachers and Students 88
5 Student Agency in Interaction: The Case of Peer Evaluation 89
5.1 Correct Answer, No Follow-Up 91
5.2 Eliciting a Correction 92
5.3 Detail 95
6 Representational Agency and Academic Discourse 98
Appendix: Transcription Conventions 101
References 102
“Negativo por negativo me va dar un… POSITIvo”: Translanguaging as a Vehicle for Appropriation of Mathematical Meanings 104
1 Introduction 105
2 Translanguaging in the Mathematics Classroom: A Brief Review 106
3 Conceptual Framework 107
4 Methodology 108
4.1 The Setting: Rosales Middle-School 108
4.2 The Seventh-Grade Bilingual Math Community: Mr. Lozano and His Students 109
5 Findings 109
5.1 The Case: Modeling and Solving Equations 109
5.2 Translanguaging and Solving Equations: Appropriation of Mathematical Understandings 111
6 Conclusion: Translanguaging as Tool for Appropriation of Mathematical Meanings 117
7 Implications for Research and Practice 118
Appendix: Transcription Conventions 119
References 119
Part II: Expanding the Context: Considering Cultural Reproduction in the Math Classroom 122
Mathematical Texts, Alterity and the Expropriation of Mathematical Discourse in Second Language Mathematics Classrooms 123
1 Introduction 123
2 Language Tensions 125
3 Intertextuality and Alterity 128
4 About Time 130
4.1 The Text as an Other 130
4.2 Each Other 132
4.3 The General Addressee 134
5 Concluding Remarks 138
Appendix:Transcription Conventions 139
References 140
Whose Mirror? Cultural Reproduction in Mathematics Word Problems 142
1 Introduction 142
2 Theoretical Framework 145
3 Methods 146
4 Findings 149
5 Discussion 154
References 155
Part III: Applying Discourse Based Approaches to Teacher Preparation in Science 158
Developing Oral Science Explanations: Secondary School ELs’ Experimentation with Intertextual Linkages 159
1 Introduction 159
2 Considering Intertextuality and Appropriation in the Science Classroom 161
3 Setting, Participants, and Data 163
4 The Unit on Density 164
4.1 Exploring Intertextuality in Classroom Discourse 165
4.2 Comparing Density by Making a Prediction 166
4.3 Building Relationships: Mass, Density, and Volume 168
4.4 Writing Definitions 170
4.5 Academic Conversation 172
5 Discussion 175
6 Conclusion 176
7 Implications 177
References 177
Demystifying the Discourse of Science for Elementary Grade English Learners 179
1 Introduction 179
2 Theoretical Framework 180
3 Discourse of Science 183
3.1 Science Lexical Features 183
3.1.1 Precision with Vocabulary 183
3.1.2 Multiple Meaning Science Words 185
3.1.3 Writing Scientific Explanations 187
3.1.4 Formulating Scientific Arguments 189
4 Conclusion 192
5 Implications 193
Appendix: Transcription Conventions 193
References 194
Adaptation and the Language of Learning Science in a Bilingual Classroom 196
1 Introduction 196
2 Situating the Data 198
3 Related Literature 199
4 Theory and Method 202
4.1 Mr. Juan’s Bilingual Placement 203
5 Discussion and Conclusion 211
Appendix: Transcription Conventions 214
References 214