Science education as a pathway to teaching language literacy: a critical book review.

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Bibliographic Details
Title:	Science education as a pathway to teaching language literacy: a critical book review.
Authors:	Tolbert, Sara¹ stolbert@ucsc.edu
Source:	Cultural Studies of Science Education. Mar2011, Vol. 6 Issue 1, p251-263. 13p.
Subject Terms:	Books, Science education, Reviews, Nonfiction
Reviews & Products:	Science Education As a Pathway to Teaching Language Literacy (Book)
People:	Rodriguez, Alberto J. (Educator)
Abstract:	In this paper, I present a critical review of the recent book, Science Education as a Pathway to Teaching Language Literacy, edited by Alberto J. Rodriguez. This volume is a timely collection of essays in which the authors bring to attention both the successes and challenges of integrating science instruction with literacy instruction (and vice versa). Although several themes in the book merit further attention, a central unifying issue throughout all of the chapters is the task of designing instruction which (1) gives students access to the dominant Discourses in science and literacy, (2) builds on students' lived experiences, and (3) connects new material to socially and culturally relevant contexts in both science and literacy instruction- all within the high stakes testing realities of teachers and students in public schools. In this review, I illustrate how the authors of these essays effectively address this formidable challenge through research that 'ascends to the concrete'. I also discuss where we could build on the work of the authors to integrate literacy and science instruction with the purpose of 'humanizing and democratizing' science education in K-12 classrooms. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	In this paper, I present a critical review of the recent book, Science Education as a Pathway to Teaching Language Literacy, edited by Alberto J. Rodriguez. This volume is a timely collection of essays in which the authors bring to attention both the successes and challenges of integrating science instruction with literacy instruction (and vice versa). Although several themes in the book merit further attention, a central unifying issue throughout all of the chapters is the task of designing instruction which (1) gives students access to the dominant Discourses in science and literacy, (2) builds on students' lived experiences, and (3) connects new material to socially and culturally relevant contexts in both science and literacy instruction- all within the high stakes testing realities of teachers and students in public schools. In this review, I illustrate how the authors of these essays effectively address this formidable challenge through research that 'ascends to the concrete'. I also discuss where we could build on the work of the authors to integrate literacy and science instruction with the purpose of 'humanizing and democratizing' science education in K-12 classrooms. [ABSTRACT FROM AUTHOR]
ISSN:	18711502
DOI:	10.1007/s11422-010-9302-6