Full Description
This volume sheds new light on the question of a "Soviet model" by examining how a particular Soviet system of science and higher education emerged, how it was exported and imported across varying local, national and international settings, and how key aspects of it outlived the political system that fostered it. The contemporary crises in science and higher education surrounding the demise of communism appear as a distinctive break from the patterns set into motion in the 1920s and 30s, but also as one more upheaval following a long line of previous reorderings throughout the 20th century that were conditioned by broader cataclysms in politics, society, ideology, and culture.
Contents
Foreword, M. Beatriz Arias.
Section I. Language In Academic Contents.
Chapter 1. Demystifying and Questioning the Power of Academic Language, Christian Faltis.
Chapter 2. Developing Academic English With English Language Learners: A Study of Mainstream Classroom Practices, Shanan Fitts and Erica Bowers.
Chapter 3. Pedagogical Language Knowledge and the Instruction of English Learners, Audrey Lucero.
Section II. Academic Language In Language Teaching.
Chapter 4. Exploring Academic Language in Exemplary Beginning Teachers Through a Constructivist Inquiry Approach, Barbara J. Merino, J. Richard Pomeroy, Al Mendle, and M. Cecilia Gómez.
Chapter 5. Developing Teachers' Critical Language Awareness in Digital Contexts, Tomás Galguera.
Chapter 6. Educators' Conceptions of Academic Literacy and Language, Steven Z. Athanases and Juliet Michelsen Wahleithner.
Section III. Language In Subject-Area Content.
Chapter 7. Academic Language in the Social Studies for English Learners, Luciana C. de Oliveira.
Chapter 8. Scaffolding Academic Language in Science for English Learners, Frank Ramírez-Marín and Doug Clark.
Chapter 9. English Language Learning and Learning Academic Language in Mathematics, James A. Middleton, Silvia Llamas-Flores, and Paula Patricia Guerra Lombardi.
Afterword, Karen E. Lillie.
About the Contributors.
