Chapter 1 Introduction

Chapter 2 ‘What’s the Moment Thingy?’– On the Emergence of Subject-Specific Knowledge in CLIL Classroom Interaction

Chapter 3 Reading Graphs of Motion: How Multiple Textual Resources Mediate Student Interpretations of Horizontal Segments

Chapter 4 When Procedure Limits Practice: Lab Versus Lecture in High School Science Classrooms

Chapter 5 Learner Agency and Academic Discourse in a Sheltered-Immersion Mathematics Class

Chapter 6 “Negativo por negativo me va dar un… POSITIvo”: Translanguaging as a Vehicle for Appropriation of Mathematical Meanings

Chapter 7 Mathematical Texts, Alterity and the Expropriation of Mathematical Discourse in Second Language Mathematics Classrooms

Chapter 9 Developing Oral Science Explanations: Secondary School ELs’ Experimentation with Intertextual Linkages

Chapter 10 Demystifying the Discourse of Science for Elementary Grade English Learners

Chapter 11 Adaptation and the Language of Learning Science in a Bilingual Classroom