Titlebook: Discourse Analytic Perspectives on STEM Education; Exploring Interactio Juliet Langman,Holly Hansen-Thomas Book 2017 Springer International

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https://doi.org/10.1007/978-3-8350-9460-4particular conceptions of classroom science knowledge, and position students as learners and knowers in relation to classroom science knowledge. Our data indicate that prescribed lab activities resulted in prescribed and constrained language practices, very different from the language used to explor

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Deep Space Composition and Staging education in the US. Drawing from the insights of 72 bilingual teacher candidates, this work illuminates the means by which the hidden curriculum is layered into mathematics word problems in ways that carry specific cultural messages. Invoking a strongly postmodern approach, wherein “text” may cons

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https://doi.org/10.1007/978-3-030-22464-6ity. The setting for the study is a Newcomer High School whose student body is made up of a range of English learners (ELs) from different countries, whose levels of English language proficiency range from low-beginner to intermediate. The aim of the case study is to examine the way in which the tea

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M. Niamir-Fuller,E. Huber-Sannwaldnce can have critical consequences, as lack of proficiency of this discourse can limit their participation in science activities and consequently their appropriation of science concepts. This paper identifies some science discourse practices and utilizes the theory of Systemic Functional Linguistics

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