Afterword

Alison L. Bailey, Carolyn A. Maher, Louise C Wilkinson

Research output: Chapter in Book/Report/Conference proceedingChapter

2 Scopus citations

Abstract

The epilogue provides the integration of what we have learned from the individual chapters. The epilogue synthesizes what the chapter authors have identified as essential about the integration of the STEM disciplines and oral language, reading, and writing, particularly as these integration efforts may be unique to English learners’ STEM instruction and learning. The hallmarks of effective mathematics and science teachers working with EL students are characterized, followed by an examination of the implications for assessment of mathematics and science that take account of students’ development of English language and literacy. The epilogue concludes with recommendations for change/improvement in teacher preparation, certification examinations, and ongoing professional development, as well as identifying critical areas of future research on English learner instruction and assessment.]

Original languageEnglish (US)
Title of host publicationLanguage, Literacy, and Learning in the STEM Disciplines
Subtitle of host publicationHow Language Counts for English Learners
PublisherTaylor and Francis
Pages261-265
Number of pages5
ISBN (Electronic)9781351979603
ISBN (Print)9781138284289
DOIs
StatePublished - Jan 1 2018

ASJC Scopus subject areas

  • Social Sciences(all)
  • Arts and Humanities(all)

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    Bailey, A. L., Maher, C. A., & Wilkinson, L. C. (2018). Afterword. In Language, Literacy, and Learning in the STEM Disciplines: How Language Counts for English Learners (pp. 261-265). Taylor and Francis. https://doi.org/10.4324/9781315269610