Multilingual Education Yearbook 2021. Policy and Practice in STEM Multilingual Contexts. 1st ed. 2021.

Sonst. Personen	Essien, Anthony A. (Hrsg.); Msimanga, Audrey (Hrsg.)
Titel	Multilingual Education Yearbook 2021. Policy and Practice in STEM Multilingual Contexts. 1st ed. 2021.
Quelle	Cham: Springer International Publishing (2021), XX, 255 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Multilingual Education Yearbook
Beigaben	Illustrationen 40
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-3-030-72008-7; 978-3-030-72009-4; 978-3-030-72010-0; 978-3-030-72011-7
DOI	10.1007/978-3-030-72009-4
Schlagwörter	Mehrsprachigkeit; Mathematische Bildung; Naturwissenschaftliche Bildung; Sprachpolitik
Abstract	This edited book attempts to foreground how challenges and complexities between policy and practice intertwine in the teaching and learning of the STEM subjects in multilingual settings, and how they (policy and practice) impact on educational processes, developments and outcomes. The unique feature of this book, thus, lies in its combination of not just language issues in the teaching and learning of the STEM subjects, but also in how these issues relate to policy and practice in multilingual contexts and how STEM research and practice may inform and shape language policies and their implementation in multilingual contexts. This book is of interest to stakeholders involved in STEM education such as researchers, undergraduate and graduate students, tertiary level teachers, teacher educators, curriculum developers as well as other professionals with responsibilities in STEM education subjects. The book is written in a way that is accessible to a wide range of backgrounds, including those who are in language education. Contents: Chapter 1. Challenges And Opportunities From Translingual Research On Multilingual Mathematics Classrooms -- Chapter 2. Appreciating The Layered And Manifest Linguistic Complexity In Mono-Multi-Lingual STEM Classrooms: Challenges And Prospects -- Chapter 3. Approaches That Leverage Home Language In Multilingual Classrooms -- Chapter 4. Creating Dialogues In Whole Class Teaching In Multilingual Classrooms: Language Practices And Policy Imperatives -- Chapter 5. Multiple Monolingualism Versus Multilingualism? Early Grade Mathematics Teachers' And Students' Language Use In Multilingual Classes In South Africa -- Chapter 6. Practices In STEM Teaching And The Effectiveness Of The Language Of Instruction: Exploring Policy Implications On Pedagogical Strategies In Tanzania Secondary Schools -- Chapter 7. Individual Language Planning For Self-Directed Learning In Multilingual Information Technology Classrooms -- Chapter 8. Using Interactive Apps To Support Learning Of Elementary Maths In Multilingual Contexts: Implications For Practice And Policy Development In A Digital Age -- Chapter 9. Noticing Multilingual And Non-Dominant Students' Strengths For Learning Mathematics And Science -- Chapter 10. Multilingual Students Working With Illustrated Mathematical Word Problems As Social Praxis -- Chapter 11. Language Policy For Equity In University STEM Education In Postcolonial Contexts: Conceptual Tools For Policy Analysis And Development -- Chapter 12. The Place Where Languages Meet To Argue: A Contribution From An Analysis Of The Brazilian National Curriculum -- Chapter 13. Principles For Curriculum Design And Pedagogy In Multilingual Secondary Mathematics Classrooms.
Erfasst von	Universitätsbibliothek der Humboldt-Universität zu Berlin
Update	2024/1