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.
1. List of figures; 2. List of tables; 3. Contributor biographies; 4. Book series preface: Language studies, science and engineering; 5. Chapter 1. Integrating applied linguistics and literacies with STEM education: Studies, aims, theories, methods, and forms (by Hanauer, David I.); 6. part I. Research studies in science; 7. Chapter 2. Drawing upon applied linguistics to attain goals in an interdisciplinary chemistry-applied linguistics project (by Stoller, Fredricka L.); 8. Chapter 3. A genre analysis of student microbiology laboratory notebooks (by Hanauer, David I.); 9. Chapter 4. Writing and becoming a scientist: A longitudinal qualitative study of three science undergraduates (by Lerner, Neal); 10. part II. Research studies in engineering; 11. Chapter 5. Writing as social practice in engineering: Views from a cross-disciplinary study (by Gimenez, Julio); 12. Chapter 6. Graphics and invention in academic engineers' writing for publication (by Curry, Mary Jane); 13. part III. Research studies in mathematics; 14. Chapter 7. Mathematics education, cultural practices, and communication (by Moreira, Darlinda); 15. Chapter 8. Learning while teaching: How classroom discourse practices mediate mathematics teachers' learning about student thinking (by Choppin, Jeffrey); 16. Chapter 9. Improving girls' interest in mathematics through writing: Findings from a mixed-methods study (by Reilly, Edel M.); 17. part IV. Final words: Facilitating interdisciplinary collaboration; 18. Chapter 10. Facilitating STEM education through interdisciplinarity: Funding, science, and applied linguistics (by Bauerle, Cynthia); 19. Index