This volume explores the nature of discourse in secondary and upper elementary mathematics and
science classrooms. Chapters examine conditions that support or hinder teachers and students
in particular language learners in employing language as a tool for learning. The volume
provides rich oral and written language examples from a range of classroom contexts to
illustrate how linguistic practices affect students¿ appropriation and display of disciplinary
specific knowledge. Chapters further explore linguistic practices through with the support of
discourse analytic models that foreground the authentic classroom data with the aim of
understanding the dynamics of the classroom. The authors investigate the intersection between
discourse and learning from a range of perspectives including an examination of key concepts
such as intertextuality interaction mediation scaffolding appropriation and adaptations.
This volume offers concrete suggestions on how teachers might benefit from a discourse approach
to teaching in the areas of mathematics and science.
