This volume synthesizes critically and interprets comprehensively the extant research on the language challenges inherent to learning mathematics and science; there is a particular emphasis on the implication of the work for students learning English at the same time they are learning the content areas. How programs show accountability and how educators monitor student progress in both language and content learning are forms of assessment that each chapter will also address. Summative assessment practices reveal how successes of programming are evaluated and how aggregate student progress is reported periodically (e.g., annual, large-scale mathematics and science assessments). Formative assessment practices reveal how teachers respond contingently to student learning in the moment, by adjusting their teaching, providing feedback for student learning or planning for next steps in decision making.
|Original language||English (US)|
|Publisher||Routledge, Taylor & Francis Group|
|Number of pages||256|
|State||Published - Feb 22 2018|
Bailey, A., Maher, C., & Wilkinson, L. C. (2018). Language, Literacy, and Learning in the STEM Disciplines: How Language Counts for English Learners. (1 ed.) Routledge, Taylor & Francis Group. https://tinyurl.com/ybg226vb