Multilingual Education Yearbook 2021: Policy and Practice in STEM Multilingual Contexts

✍ Scribed by Anthony A. Essien (editor), Audrey Msimanga (editor)

• Publisher: Springer
• Year: 2021
• Tongue: English
• Leaves: 265
• Edition: 1st ed. 2021
• Category: Library

✦ Synopsis

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.

✦ Table of Contents

Preface
About This Book
Contents
Editors and Contributors
List of Figures
List of Tables
Challenges and Opportunities from Translingual Research on Multilingual Mathematics Classrooms
1 Monolingual Policies and Practices, Multilingual Learners
2 Monolingually Oriented Educational Policies
3 Progress in Multilingual Mathematics Classroom Research
3.1 First Concern: Asking Questions About Codeswitching
3.2 Second Concern: Asking Questions About Languaging
3.3 Third Concern: Asking Questions About Translanguaging
4 Implications of Translingual Research for Mathematics Teacher Education
5 The Translingual Position in the Research Field of Mathematics Education
References
Appreciating the Layered and Manifest Linguistic Complexity in Mono-Multi-Lingual STEM Classrooms: Challenges and Prospects
1 Introduction
2 Linguistic Complexity in Monolingual Contexts
3 Linguistic Complexity in Multilingual Contexts
4 Linguistic Complexity in STEM Subjects
5 Summing the Layered Linguistic Complexity
6 Policy–Research–Practice Dissonance/Confluence
6.1 Policy
6.2 Research
6.3 Practice
6.4 Constraining Misconceptions
7 Prospects for Language Use in Multilingual Contexts
7.1 The Structural Relation Between Language and STEM
7.2 The Registers and Discourses Relating to STEM
7.3 The Interactions in STEM Classrooms
7.4 The Different Theoretical Tools and Approaches
8 Conclusion
References
Approaches That Leverage Home Language in Multilingual Classrooms
1 Introduction
2 The South African Language in Education Policy
3 Primary School Attainment and Mathematics Learning and Teaching Evidence
4 Early Grades’ Mathematics Learning: Moving Between Representational Registers
5 Early Grades’ Mathematics Learning: Moving Between Languages
6 Data Sources and Analytical Methodology
7 Illustrative Excerpts: Commentaries and Analysis
8 Discussion
9 Policy and Practice Implications
References
Creating Dialogues in Whole Class Teaching in Multilingual Classrooms: Language Practices and Policy Imperatives
1 Introduction
2 Mortimer and Scott’s Framework for Analysing Interaction in Science Classrooms
3 The Teachers and Their Practices
3.1 Mrs. Thoba
3.2 Mr. Far
4 Characterisation of Teacher–Learner Interaction in Mrs. Thoba’s Lesson
5 Characterisation of Teacher–learner Interaction in Mr. Far’s Lessons
6 Discussion and Conclusions
References
Multiple Monolingualism Versus Multilingualism? Early Grade Mathematics Teachers’ and Students’ Language Use in Multilingual Classes in South Africa
1 Introduction
2 Theoretical Orientation
3 Bilingualism/Multilingualism in the Learning and Teaching of Mathematics
4 Methodology
5 How Data Was Collected, Captured and Analysed
6 Findings
6.1 Home Language and LoLT
6.2 Language Use in Written Mathematical Explanations
6.3 Language Use with Regard to the Mathematics Register
7 Discussion and Conclusion
References
Practices in STEM Teaching and the Effectiveness of the Language of Instruction: Exploring Policy Implications on Pedagogical Strategies in Tanzania Secondary Schools
1 Introduction
2 Literature Review
2.1 Education Policy Reforms in Tanzania
2.2 Language Supportive Pedagogy and STEM Teaching and Learning
3 Research Theoretical Context
4 Methodology
4.1 Study Area
4.2 Research Approach and Research Design
4.3 Data Collection
4.4 Control of Threats to Internal Validity
4.5 Data Analysis
5 Results
5.1 Implications of Education Language Policy on Teaching and Learning STEM
5.2 Effectiveness of Pedagogical Language Strategies in STEM Teaching and Learning
6 Discussion
6.1 Implications of Education Language Policy on Teaching and Learning STEM
6.2 Effectiveness of Pedagogical Language Strategies in Learning STEM
7 Conclusion
8 Recommendations
References
Individual Language Planning for Self-Directed Learning in Multilingual Information Technology Classrooms
1 Introduction
2 Literature Review
2.1 Individual Language Planning and Multilingual Education
2.2 Self-Directed Learning (SDL)
2.3 Multilingual Learning in Information Technology (IT)
3 Methodology
3.1 Research Design
3.2 Sampling
3.3 Data Collection
3.4 Research Ethics
3.5 Data Analysis
3.6 Main Findings
4 Discussion
5 Conclusion
References
Using Interactive Apps to Support Learning of Elementary Maths in Multilingual Contexts: Implications for Practice and Policy Development in a Digital Age
1 Introduction
2 Our Research
3 App Features and Content
4 Apps in a Bilingual Learning Context
5 App Curriculum and Implementation
6 South African Study
7 UK Study
8 Brazilian Study
9 Implications for Future Research
10 Implications for App-Developers
11 Implications for Practitioners
12 Implications for Education Policy
References
Noticing Multilingual and Non-dominant Students’ Strengths for Learning Mathematics and Science
1 Introduction
2 Theoretical Framing
3 Mathematics Examples
3.1 Math Example 1: Noticing Students’ Strengths in Abstracting and Generalizing
3.2 Math Example 2: Recognizing Mathematical Practices When Comparing Lines
3.3 Math Example 3: Leveraging Student Strengths and Expanding Classroom Math Practices
4 Science Examples
4.1 Science Example 1: Noticing Cultural Practices as Strengths, Recognizing Arguing as a Science Practice, and Expanding Science Practices
4.2 Science Example 2: Recognizing Students’ Strengths in Systemic Thinking and Expanding Science Practices
5 Discussion
References
Multilingual Students Working with Illustrated Mathematical Word Problems as Social Praxis
1 Introduction
2 Mathematical Word Problems and Multilingual Students
3 Mathematical Word Problems and Illustrations
4 Working with Illustrated Word Problems as Social Praxis
5 Methodology
5.1 About the Participating Students
5.2 About the Tasks
5.3 About the Analysis
6 Findings
6.1 Forms of Social Relations
6.2 Forms of Production
6.3 Semiotic System of Cultural Signification
6.4 Cultural Knowledge
7 Discussion
7.1 The Social
7.2 The Cultural
7.3 The Linguistic
8 Concluding Remarks and Recommendations for Policy
References
Language Policy for Equity in University STEM Education in Postcolonial Contexts: Conceptual Tools for Policy Analysis and Development
1 Introduction
2 Conceptual Tools
2.1 Conceptualising Language and STEM Knowledge
2.2 Conceptualising Equity
3 Methodology
3.1 A Case Study of Language Policy
3.2 A Critical Discourse Analysis of UCT Language Policy
4 The Context of the Case of UCT Language Policy
4.1 Language and STEM in Education
4.2 Language Policy in South African Universities
5 Critical Discourse Analysis of UCT Language Policy for Equity in STEM
5.1 UCT Language Policy (2013)
5.2 UCT Draft Language Policy Implementation Plan (2013)
5.3 UCT Vision and Strategy Since 2013
6 Conclusions and Recommendations
References
The Place Where Languages Meet to Argue: A Contribution from an Analysis of the Brazilian National Curriculum
1 Introduction
2 Theoretical Framework
3 Methodology
3.1 Brazilian Common National Curricular Base (BNCC)
3.2 Analytical Procedures
4 Findings
4.1 Exploratory and Categories
4.2 Arguing in Each Discipline
4.3 Complexity and Cognitive Level of Argumentation Skills
4.4 The Social Meaning of Arguing in Each Discipline
5 Discussion and Implications
6 Concluding Remarks
References
Principles for Curriculum Design and Pedagogy in Multilingual Secondary Mathematics Classrooms
1 Introduction
2 Theoretical Perspective and Design Framework
3 Methodological Framework
4 Context, Data, and Analysis
4.1 Setting
4.2 Data Sources
4.3 Analysis
5 Illustrations of the Design Principles
5.1 Principle 1: Align the Conceptual Focus and Use of Problem Contexts Across Each Curricular Unit
5.2 Principle 2: Integrate Practice-Focused and Content-Focused Learning Goals in a Trajectory
5.3 Principle 3: Incorporate Supportive Language Structures to Enable the Widest Possible Participation
6 Discussion and Conclusion
6.1 Implications for Practice
6.2 Implications for Policy
References